Cognitive load and online course quality: Insights from instructional designers in a higher education context

Abstract

AbstractThis multiple case study investigates instructional designers’ perceptions of online course quality, their use of cognitive load strategies when designing online courses, and whether utilization of these strategies contribute to online course quality. The participants of this study were instructional designers (n = 5) who worked in various campus programs at a large Midwestern university. Data sources included pre‐interview survey, semi‐structured interview and sample course design documents. Employing a pattern matching technique, the results showed that instructional designers (a) define online course quality based on established standards and rubrics; (b) apply cognitive load strategies intuitively while designing online courses; and (c) consider CLT design strategies as an element contributing to course quality. The results also showed instructional designers’ use of cognitive load strategies mainly focused on reducing extraneous cognitive load. Implications for practice and research as well as directions for future research are discussed. Practitioner NotesWhat is already known about this topic Cognitive load theory (CLT) provides empirically tested strategies to manage cognitive load in different settings CLT strategies has a positive impact on student learning processes and outcomes When designing online courses, it is important for faculty to collaborate with instructional designers to manage cognitive load and improve online course quality There is a need to investigate instructional designers’ perceptions of online course quality and their use of CLT strategies when designing online courses What this paper adds Provides a deep understanding of instructional designers perspectives on online course quality, application of CLT strategies while designing online courses and how application of these strategies contribute to the online course quality Although instructional designers identify multiple CLT strategies from their work and perceive CLT strategies as an element contributing to course quality, they apply these strategies innately Implications for practice and/or policy Multiple stakeholders should be involved in determining online course quality Collaboration between faculty and instructional designers is essential to manage cognitive load and increase online course quality CLT and related theories should be emphasized in instructional design programs Future research should focus on how instructional designers integrate CLT strategies into the systematic instructional design process and instructional designers’ decision‐making process through think‐aloud and/or journaling efforts