Elementary Online Course Design Strategies Under a "Self-Study & Co-Learning" Model: A Cognitive Load Perspective

Elementary education relies heavily on visual elements, making its online courses prone to extraneous cognitive overload. When the logical, tightly connected content of elementary subjects is compressed or fragmented within limited screen space and complicated interactions, learners often experience intrinsic cognitive overload. Fortunately, the frequent communicative activities in elementary learning can generate germane cognitive load that benefits learning outcomes. Grounded in Cognitive Load Theory, we propose five strategies to foster a healthier psychological learning environment: optimize non-content pre-instructional guidance; present new materials judiciously; streamline real-time practice operations; provide opportunities for exchange and sharing.