ABSTRACT
Though MOOCs play an important role in university mathematics education/instruction, many challenges remain in the employment of sound pedagogical approaches to their design. Problems arise in the cognitive load of the instructional materials available for the student through these MOOCs. This chapter addresses the problem of how the materials uploaded can be of assistance for the cognitive load of the learners. Cognitive load theory provides educators with guidelines to design appropriate instructional approaches to facilitate schema acquisition. A case study at the University of Botswana with mathematics students was used. Consequently, the aim of this chapter is to provide an overview of how the MOOCs can be designed and supported in the local environment. This will assist the designers of instructional materials to consider the cognitive load required for the learners in the learning of mathematics.
