Asking open ended questions reduces extrenuous load imposed by using means-end analysis, where students must find a sequence of problem solving operators to complete a problem. 

Goal-free effect

Examples that provide full problem-solving guidance are more effective at teaching students than a problem that provides no or inadequate guidance. 

Worked example effect

Completion problems provide some solution steps but leave some key steps for learners to complete. This may be used instead of worked examples. 

Problem-completion effect

Sometimes information can be better understood through a combination of visual and auditory information. For example, an instructor explains a complex diagram out loud. 

Modality effect

Occurs when students must split their attention between multiple sources of information when learning. The more information that can be consolidated into one place, the better. 

Split-attention effect

Any information not necessary for learning (e.g., repeated info, decorative info) increased extrenuous memory load. Instructors should avoid teaching with this sort of information. 

Redundancy effect

If a lengthy text is relayed to students through auditory lecture, the information presented will be transient and less likely to be remembered long-term. It is best to also present this information in writing. 

Transient information effect

By employing effects studied in cognitive psychology, instructors can effectively reduce extrinsic cognitive load when building their courses.   



University of Georgia

In order to increase effectiveness, cognitive load theory should be considered during instructional design for online learning including MOOCs. Cognitive load refers to the amount of working memory an individual is using while learning information. Intrinsic cognitive load is the natural complexity of the material that is being learned. Extrinsic load is complexity of learning caused by ineffective instructional design. The goal of cognitive load theory is to reduce extrinsic load experienced by students. 

Cognitive Load Theory

Chen, O., Woolcott, G., & Sweller, J. (2017). Using cognitive load theory to structure computer‐based learning including MOOCs. Journal of Computer Assisted Learning, 33(4), 293-305.

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