This study evaluated the application of Cognitive Load Theory (CLT) in the instructional design of tertiary-level online courses. The primary aim was to examine whether and to what extent CLT principles are incorporated into selected online courses. Specifically, the study analyzed the alignment between CLT-based theoretical guidelines and their practical implementation in course design. A qualitative evaluative research design was employed, using a purposive sample of three online courses from the B.Ed. (4-year) programs offered by virtual universities in Pakistan. Three courses, ‘Educational Psychology’, ‘Curriculum Development’, and ‘Comparative Education’, were assessed through a researcher-developed checklist grounded in established CLT principles. The findings revealed a low to moderate level of alignment between the instructional design of the selected courses and CLT principles. This suggests that current online courses do not adequately implement CLT-informed strategies, potentially leading to increased cognitive overload among learners. Based on these findings, the study offers evidence-based recommendations for improving instructional design. These include effective integration of multimedia, scaffolding with gradual fading of guidance, provision of adaptive learning pathways, incorporation of reflective activities, and enhancement of platform usability.
Jamil et al. (Mon,) studied this question.