Students' Experiences in Navigating Cognitive Overload During Blended Learning Transitions

The rapid transition to a blended learning environment has fundamentally changed the student learning experience, often increasing cognitive demands and the risk of cognitive overload.This study explores students' experiences in managing cognitive overload during blended learning transitions, with special attention to learning design, shifts in learning modes, and self-regulated learning strategies. This research uses a qualitative approach, with data collection through in-depth interviews and reflective journals of learning from undergraduate students who participated in mixed lectures in various disciplines.However, students also show adaptive strategies, such as prioritization of learning assignments, selective engagement with learning resources, and the development of metacognitive awareness to manage cognitive demands effectively. The findings of this study confirm the important role of coherent learning design, pedagogical alignment, and institutional support in mitigating cognitive overload in blended learning contexts. This study contributes to the development of educational research studies by providing a deeper understanding of students' cognitive experiences and offers practical implications for educators and policymakers in designing a more cognitively sustainable blended learning environment.