ABSTRACT
This chapter discusses an analytical method for measuring a priori the intrinsic cognitive load (ICL) of learning content on the basis of the element interactivity and a graph model. It focuses on the background and review of cognitive load research; the analytical method for the measurement of ICL; the application of the analytical method; extraneous cognitive load in asynchronous discussions. The chapter also discusses learning management system (LMS) log-based on-demand and repeated measures of cognitive load; the reexamination of cognitive load effects in asynchronous e-learning; and instructional manipulations for managing cognitive load in e-learning. Asynchronous interactions are the principal method for learning in most online courses and massive open online courses. LMS may collect a complete picture of learners' online learning process. This information is useful for exploring the cognitive aspects of asynchronous e-learning. Using the pictorial display of the content structure, content experts can more easily devise a set of possible learning sequences and make the optimal choice.
