Purpose – The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning.
Research design, data, and methodology – This study is a case study of learner's learning process in e-learning. After completion of the study, an in–depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique.
Results – In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation.
Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

Abstract
 1. 서론
 2. 이론적 배경
  2.1. 이러닝 학습과정에 대한 연구
  2.2. 인지 부하와 학습시간
 3. 연구방법
  3.1. 연구대상 콘텐츠 선정
  3.2. 연구 참여자 정보
 4. 자료수집
  4.1. 학습과정 모니터링
  4.2. 인지부하 검사
  4.3. 추후 면담
 5. 연구 결과
  5.1. C1 과정 연구결과
  5.2. C2과정 연구결과
  5.3. C3과정 연구결과
 6. 결론 및 제언
  6.1. 콘텐츠 개발 관련 시사점
  6.2. 고용노동부 심사제도 관련 시사점
 References

• Do-Hun Kim(Elementary Education, Chinju National University of Education) | 김도헌
• Hyojung Jung(School of General Education, Dankook University) | 정효정 Corresponding Author