COVID-19 has forced many higher education institutions to move from face-to-face teaching and learning to an e-learning environment. Many institutions had already started to implement blended learning strategies, but lecturers with limited knowledge of multimedia learning could not keep up with the pace. Multimedia learning can enhance learning, when applied correctly; however, the incorrect placement and use of multimedia elements can place strain on information processing systems of the brain. The purpose of this article is to provide practical guidelines for the use of different multimedia elements based on their cognitive implications when designing a learning management site (LM site). These guidelines can help lecturers to strategically plan and design the structure, layout and use of multimedia elements on their sites. When implemented correctly, they can also reduce the effect of cognitive load and produce efficient learning environments that can contribute to the learning experience of the students.