{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T19:17:13Z","timestamp":1790882233496,"version":"4.1.0"},"reference-count":94,"publisher":"Public Library of Science (PLoS)","issue":"4","license":[{"start":{"date-parts":[[2024,4,16]],"date-time":"2024-04-16T00:00:00Z","timestamp":1713225600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100013589","name":"Research England","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100013589","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS ONE"],"abstract":"<jats:p>It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers\u2014such as confusion in navigating the content and technical issues\u2014some difficulties were more present for neurodivergent students\u2014such as transcripts including mistakes and inaccessible content presentation\u2014creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.<\/jats:p>","DOI":"10.1371\/journal.pone.0301932","type":"journal-article","created":{"date-parts":[[2024,4,16]],"date-time":"2024-04-16T14:13:44Z","timestamp":1713276824000},"page":"e0301932","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":41,"title":["Neurodiversity and cognitive load in online learning: A focus group study"],"prefix":"10.1371","volume":"19","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6025-1712","authenticated-orcid":true,"given":"Anne-Laure","family":"Le Cunff","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Vincent","family":"Giampietro","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Eleanor","family":"Dommett","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"340","published-online":{"date-parts":[[2024,4,16]]},"reference":[{"key":"pone.0301932.ref001","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1186\/s41239-020-00227-w","article-title":"Negotiating growth of online education in higher education","volume":"17","author":"NP Morris","year":"2020","journal-title":"International Journal of Educational Technology in Higher Education"},{"issue":"1","key":"pone.0301932.ref002","first-page":"75","article-title":"Online learning: Implications for higher education pedagogy and policy","volume":"41","author":"AG Picciano","year":"2006","journal-title":"Journal of Thought"},{"issue":"4","key":"pone.0301932.ref003","doi-asserted-by":"crossref","first-page":"289","DOI":"10.1080\/08923647.2019.1663082","article-title":"How many ways can we define online learning? 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