This study seeks to investigate how cognitive load influences knowledge construction and what is the role of layered integrated instructional techniques in facilitating the construction and automation of schemas whilst users are interacting with e-learning tools. Initially the literature on how Cognitive Load Theory (CLT) plays a role in e-learning tools is presented, this is followed by the considerations that need to be taken when developing e-learning tools with CLT as a focus so that learners can gain the best possible learning outcomes. This paper finally presents three different ways that e-learning tools can be designed when considering the cognitive load of learners. These three methods are: integrated layering with no previous information displayed; integrated layering with previous information displayed; and integrated layering with the current stem highlighted. Each of these methods has theory that supports their design, however the context of the learner needs to be taken into consideration when developing the e-learning tools.