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e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition

by Ruth Colvin Clark, Richard E. Mayer

August 2011

Beginner to intermediate

524 pages

11h 47m

English

Pfeiffer

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Cover
Contents
About This Book
About Pfeiffer
Title
Copyright
Acknowledgments
Introduction
PurposeAudiencePackage ComponentsGlossary
Chapter 1: e-Learning
What Is e-Learning?Is e-Learning Better?The Promise of e-LearningThe Pitfalls of e-LearningInform and Perform e-Learning Goalse-Learning ArchitecturesWhat Is Effective e-Courseware?Learning in e-LearningCOMING NEXT
Chapter 2: How Do People Learn from e-Courses?
How Do People Learn?How e-Lessons Affect Human LearningWhat We Don’t Know About LearningCOMING NEXT

Chapter 3: Evidence-Based Practice
What Is Evidence-Based Practice?Three Approaches to Research on Instructional EffectivenessWhat to Look for in Experimental ComparisonsHow to Interpret No Effect in Experimental ComparisonsHow to Interpret Research StatisticsHow Can You Identify Relevant Research?What We Don’t Know About Evidence-Based PracticeCOMING NEXT
Chapter 4: Applying the Multimedia Principle
Do Visuals Make a Difference?Multimedia Principle: Include Both Words and GraphicsSome Ways to Use Graphics to Promote LearningPsychological Reasons for the Multimedia PrincipleEvidence for Using Words and PicturesThe Multimedia Principle Works Best for NovicesShould You Change Static Illustrations into Animations?What We Don’t Know About VisualsCOMING NEXT
Chapter 5: Applying the Contiguity Principle
Contiguity Principle 1: Place Printed Words Near Corresponding GraphicsContiguity Principle 2: Synchronize Spoken Words with Corresponding GraphicsPsychological Reasons for the Contiguity PrincipleEvidence for Presenting Printed Words Near Corresponding GraphicsEvidence for Presenting Spoken Words at the Same Time as Corresponding GraphicsWhat We Don’t Know About ContiguityCOMING NEXT
Chapter 6: Applying the Modality Principle
Modality Principle: Present Words as Speech Rather Than On-Screen TextLimitations to the Modality PrinciplePsychological Reasons for the Modality PrincipleEvidence for Using Spoken Rather Than Printed TextWhen the Modality Principle AppliesWhat We Don’t Know About ModalityCOMING NEXT
Chapter 7: Applying the Redundancy Principle
Redundancy Principle 1: Do Not Add On-Screen Text to Narrated GraphicsPsychological Reasons for the Redundancy PrincipleEvidence for Omitting Redundant On-Screen TextRedundancy Principle 2: Consider Adding On-Screen Text to Narration in Special SituationsPsychological Reasons for Exceptions to the Redundancy PrincipleEvidence for Including Redundant On-Screen TextWhat We Don’t Know About RedundancyCOMING NEXT
Chapter 8: Applying the Coherence Principle
Coherence Principle 1: Avoid e-Lessons with Extraneous AudioPsychological Reasons to Avoid Extraneous Audio in e-LearningEvidence for Omitting Extraneous AudioCoherence Principle 2: Avoid e-Lessons with Extraneous GraphicsPsychological Reasons to Avoid Extraneous Graphics in e-LearningEvidence for Omitting Extraneous Graphics Added for InterestEvidence for Using Simpler VisualsCoherence Principle 3: Avoid e-Lessons with Extraneous WordsPsychological Reasons to Avoid Extraneous Words in e-LearningEvidence for Omitting Extraneous Words Added for InterestEvidence for Omitting Extraneous Words Added to Expand on Key IdeasEvidence for Omitting Extraneous Words Added for Technical DepthWhat We Don’t Know About CoherenceCOMING NEXT
Chapter 9: Applying the Personalization Principle
Personalization Principle 1: Use Conversational Rather Than Formal StylePsychological Reasons for the Personalization PrincipleEvidence for Using Conversational StylePromote Personalization Through Voice QualityPromote Personalization Through Polite SpeechPersonalization Principle 2: Use Effective On-Screen Coaches to Promote LearningPersonalization Principle 3: Make the Author Visible to Promote LearningPsychological Reasons for Using a Visible AuthorEvidence for the Visible AuthorWhat We Don’t Know About PersonalizationCOMING NEXT
Chapter 10: Applying the Segmenting and Pretraining Principles
Segmenting Principle: Break a Continuous Lesson into Bite-Size SegmentsPsychological Reasons for the Segmenting PrincipleEvidence for Breaking a Continuous Lesson into Bite-Size SegmentsPretraining Principle: Ensure That Learners Know the Names and Characteristics of Key ConceptsPsychological Reasons for the Pretraining PrincipleEvidence for Providing Pretraining in Key ConceptsWhat We Don’t Know About Segmenting and PretrainingCOMING NEXT
Chapter 11: Leveraging Examples in e-Learning
What Are Worked Examples?The Psychology of Worked ExamplesEvidence for the Benefits of Worked ExamplesWorked Example Principle 1: Fade from Worked Examples to ProblemsWorked Example Principle 2: Promote Self-ExplanationsWorked Example Principle 3: Include Instructional Explanations of Worked Examples in Some SituationsWorked Example Principle 4: Apply Multimedia Principles to ExamplesWorked Example Principle 5: Support Learning TransferDesign Guidelines for Far Transfer Worked ExamplesWhat We Don’t Know About Worked ExamplesCOMING NEXT
Chapter 12: Does Practice Make Perfect?
What Is Practice in e-Learning?The Paradox of PracticePractice Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the ObjectivePractice Principle 2: Mirror the JobPractice Principle 3: Provide Effective FeedbackPractice Principle 4: Distribute and Mix Practice Among Learning EventsPractice Principle 5: Apply Multimedia PrinciplesPractice Principle 6: Transition from Examples to Practice GraduallyWhat We Don’t Know About PracticeCOMING NEXT
Chapter 13: Learning Together Virtually
What Is Collaborative Learning?What Is Computer-Supported Collaborative Learning (CSCL)?Some Generalizations About CollaborationCSCL Research SummariesStructured ControversyCSCL: The Bottom LineWhat We Don’t Know About CSCLCOMING NEXT
Chapter 14: Who’s in Control?
Learner Control Versus Program ControlDo Learners Make Good Instructional Decisions?Learner Control Principle 1: Give Experienced Learners ControlLearner Control Principle 2: Make Important Instructional Events the DefaultLearner Control Principle 3: Consider Adaptive ControlLearner Control Principle 4: Give Pacing ControlLearner Control Principle 5: Offer Navigational Support in Hypermedia EnvironmentsWhat We Don’t Know About Learner ControlCOMING NEXT
Chapter 15: e-Learning to Build Thinking Skills
Three Types of Thinking SkillsCan Thinking Skills Be Trained?Thinking Skills Principle 1: Focus on Job-Specific Cognitive and Metacognitive SkillsThinking Skills Principle 2: Consider a Whole-Task Course DesignEvidence for Whole-Task InstructionThinking Skills Principle 3: Make Thinking Processes ExplicitThinking Skills Principle 4: Define Job-Specific Thinking ProcessesTeaching Thinking Skills: The Bottom LineWhat We Don’t Know About Teaching Thinking SkillsCOMING NEXT
Chapter 16: Simulations and Games in e-Learning
The Case for Simulations and GamesWhat Are Simulations and Games?Do Games and Simulations Teach?Games and Simulations Principle 1: Match Game Types to Learning GoalsGames and Simulations Principle 2: Make Learning Essential to Game ProgressGames and Simulations Principle 3: Build in Proven Instructional StrategiesGames and Simulations Principle 4: Build in Guidance and StructureGames and Simulations Principle 5: Manage ComplexityGames and Simulations Principle 6: Make Relevance SalientWhat We Don’t Know About Games and SimulationsCOMING NEXT
Chapter 17: Applying the Guidelines
Applying Evidence-Based Guidelines to e-Coursese-Lesson ReviewsReview of Sample 1: Asynchronous e-Lesson on Excel for Small BusinessReview of Sample 2: Synchronous e-Lesson on ExcelReview of Sample 3: Automotive Troubleshooting SimulationReflections on Past PredictionsBeyond 2011In Conclusion
References
Glossary
List of Tables and Figures
Name Index
Subject Index
About the Authors
Pfeiffer Publications Guide
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Overview

Praise for The Third Edition of e-Learning and the Science of Instruction

"If you design online learning, e-Learning and the Science of Instruction is a 'must read.' Unlike all the pontificating and conjecture that's been published about elearning, this important work details the evidence-based findings that provide practical guidelines for effective online instructional design. For me, this book is the 'bible' of our profession."

—Peter Orton, Ph.D., IBM Center for Advanced Learning

"The partnership between Ruth Clark and Richard Mayer in writing successive editions of e-Learning and the Science of Instruction has provided us with one of the most important collaborations in our discipline. Their ability to communicate complex concepts in clear, indeed sparkling prose is unrivalled. In e-Learning and the Science of Instruction, we have a book for everyone including students, professional instructional designers and researchers."

—John Sweller, professor, School of Education, University of New South Wales

"For the experienced instructional designer, having this supportive research provides the rationale needed to obtain consensus from a training development team."

—David L. Bennett, senior training program developer, Northrop Grumman Shipbuilding

"Graduate students, undergraduate students, or employees responsible for designing and developing educational software will benefit from e-Learning and the Science of Instruction. It opens your eyes to interesting ideas that you have never thought of when designing an e-course."

—Thair Hamtini, chairman of the computer information systems department, The University of Jordan

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e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

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