Abstract
The rise of distance education (DE) has expanded access to learning opportunities, but the unique characteristics of online environments can pose challenges to effective information processing and knowledge acquisition. Cognitive load theory (CLT) provides a valuable framework for understanding how the design of instructional materials and activities can impact learners' cognitive load, influencing their ability to learn and retain information. We discuss the implications of these findings for instructional design in DE, highlighting the importance of creating learner-centered, well-structured, and engaging online learning experiences that optimize cognitive resources and promote meaningful learning.
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