Cognitive load in asynchronous discussions of an online undergraduate STEM course

Purpose As online course enrollments increase, it is important to understand how common features influence students' behaviors and performance. Asynchronous courses often include a discussion forum promote community through interaction between students instructors. Students interact both socially cognitively; instructors' engagement demonstrates social or teaching presence. Students' in the discussions introduces intrinsic extraneous cognitive load. The purpose of this study validate an instrument for measuring load asynchronous discussions. Design/methodology/approach This presents validation NASA-TLX introductory physics course. Findings demonstrated reliability model with four subscales all five discrete tasks. foundational future work that aims at testing efficacy interventions, reducing Research limitations/implications Nonresponse error due unincentivized, voluntary nature survey sample-related limitation. Practical implications provides strong foundation research focused on effects interventions aimed Originality/value novel application