Both scaffolding and collaboration in TELEs are reported as being helpful elements for the learning process. Furthermore, Cognitive Load (CL) is a critical factor for this process and the CL-Theory attributes the working memory a central role in learning. In general three types of cognitive loads are distinguished: (1) intrinsic load effected by the task difficulty, (2) extraneous load by the design respectively the arrangement of the teaching material, the instruction or the learning environment, and (3) germane load by the efforts to comprehend the learning content. Cognitive overload of the working memory leads to detraction of the relevant information processing and affects consequently learning. In this context, collaboration with others while learning can be regarded as an additional activity, leading to higher extraneous cognitive load. Within an in-house developed collaborative TELE, using multiple-choice items, 48 psychology students (11 males and 37 females) with a mean age of 24.5 were tested in an experimental design. They had to consider, comment on, review and answer in a collaborative process ten multiple-choice questions. Our results show two effects. There is a relationship between learning outcome and cognitive load while collaboration and motivation (flow) are factors moderating this relationship.