(This study is of online learning.) The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load http://www.irrodl.org/index.php/irrodl/article/view/3325/4499 Conclusion and Limitations When specific interactive elements are not included within e-learning environments due to the impracticality resulting from massive enrollment, it is beneficial for students to participate in semi-formal group work that can help them process shared information in a way that is helpful to learning. The results of this study highlight the importance of such group work for those students who are less intrinsically motivated, as they tend to benefit more from collaborating with other students who are taking the same class. Based on the results of this study, in settings where online interaction may be limited, semi-formal group work should be encouraged as a means of enhancing the learning experience, specifically to those who may be less intrinsically motivated. Encouraging such group work may allow low intrinsically motivated students to enhance their cognitive processing in a way that ultimately contributes to their understanding of the e-learning content. The practical significance of the currents study is that unlike previous research, semiformal learning among online learners is promoted as a means to promote learning among low motivated students who are the main beneficiaries of the knowledge sharing process. There are, however, limitations to this study. Unfortunately, the complexity of the tasks undertaken by the OCU students is unknown. Therefore, it is unknown whether the complexity of the tasks played a role in how much or how little the students benefited from group work. Examining this would provide more insight into the results of the current study. Additionally, taking a qualitative approach to this study may provide clearer picture into how students specifically processed information within the semi-formal groups, and whether such strategies ultimately contributed to the learning process.