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

This 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.

Automated summary

The study found that instructional designers define online course quality based on established standards and rubrics, apply cognitive load strategies intuitively while designing online courses, and consider CLT design strategies as an element contributing to course quality. Results also showed that instructional designers mainly focus on reducing extraneous cognitive load when using cognitive load strategies. The implications for practice and research as well as directions for future research are discussed.