Purpose: This study aims to look at the relationship between extraneous cognitive load and germane cognitive load and how the use of cognitive learning strategies might moderate the relationship. Design/methodology/approach: This present study used survey data (n = 440) from randomly selected students taking large online classes in South Korea. Findings: This research found a negative relationship between extraneous and germane loads. Furthermore, this study found that the use of cognitive strategies moderates this relationship. This shows that the use of cognitive strategies can help overcome unclear instruction and help to produce higher levels of student learning. Originality/value: Within online learning environments, the degree to which nonessential information contributes to cognitive overload among learners becomes an important area of investigation, along with the ways in which learning strategies can mitigate some of this overload.