Cognitive psychology is a pervasive infl uence in teaching and learning research, theory, and practice (see overview by Winn, 2004) and has shaped designs for technologymediated teaching and learning environments (see, for example, Koenig & Atkinson, 2009; Rieber, 2009; van Merrienboer, Sweller, & Paas, 1998). As online learning environments (OLEs) have evolved, they have generated a predictable but important debate: To what extent are empirically-derived, cognitive principles applicable to online learning environments? Do alternative perspectives warrant, or require, diff erent approaches? How do the aff ordances of technologies and contextual demands infl uence the applicability of cognitive principles?