In recent years, a large number of learning management sites (LMs) have emerged in the higher education sector, but these systems are generally not well-maintained. Most of the time the burden falls upon the lecturers to populate and maintain the content on these sites. The problem is, most of these online environments are built around complex learning tasks, mostly containing many interacting multimedia elements. These elements represent pieces of information, information-rich or information-poor, that needs to be processed by the brain simultaneously. This article focuses on: (1) the use of multimedia elements in LMSs; and (2) how the interaction of multimedia elements used in LMs contribute to workload (or cognitive load) induced on the students. The main focus will form around redundant information, contiguity of elements, coherence, segmentation and signaling. This article proposes an adaptation of Meyer's cognitive theory of multimedia learning to reduce cognitive load on Learning Management sites.