Which statement describes cognitive load theory and how to reduce cognitive load in online learning?

• A. Cognitive load theory suggests that reducing extraneous load and segmenting content to align with working memory.
• B. Cognitive load is not a concern in online learning.
• C. Increasing extraneous information reduces cognitive load.
• D. Only increasing pace reduces cognitive load.

Answer: (A)

Cognitive load theory emphasizes that working memory is limited, so effective online learning design reduces unnecessary processing and chunks information to fit what learners can handle at one time. The statement that describes reducing extraneous load and segmenting content to align with working memory captures this idea precisely. Reducing extraneous load means trimming away irrelevant details, avoiding redundant text, and using clear visuals paired with concise narration or signaling to highlight essential ideas. Segmenting content involves presenting information in smaller, manageable pieces and pacing the delivery so learners can process one idea before moving to the next, with opportunities for practice and reflection. In online learning, these strategies help learners build and integrate new schemas without overwhelming their memory. The other options misstate the theory: cognitive load matters in online learning; adding extraneous information increases, not reduces, load; and pacing alone is not a universal solution and not the only way to manage cognitive load.