This systematic review with narrative synthesis aimed to examine the available evidence on
the relationship between neurodiversity and cognitive load in online learning. Despite the …

For decades, researchers in our field have explored what it means to possess instructional
design expertise. This systematic review provides a current synthesis of research related to …

When novice users try to learn to use a software application that includes a variety of high
element interactivity tools, the complex structure of the software can increase cognitive load …

From massive open online courses (MOOC) to the smaller scale use of learning
management systems, many students interact with online platforms that are meant to support …

This multiple case study investigates instructional designers' perceptions of online course
quality, their use of cognitive load strategies when designing online courses, and whether …

When instructional designers talk about what they do, they often discuss their outcomes
rather than their process. Conjecturing during decision-making requires the instructional …

In this paper we offer a call for the development and utilization of originary theory in
instructional design. Originary theory, which is generated by scholars within the field of its …

Innovation projects has established as an emerging field of research, a number of issues
have emerged; among the others, measurability and predictability of product development …

In this article, we share the opportunities and the challenges in adhering to the Universal
Design for Learning (UDL) framework to design higher education online courses. We …

Authentic learning is a pedagogical approach that situates students in real-world settings.
Authentic learning experiences in online environments allow learners to solve real-world …