Book description
In this thoroughly revised edition of the bestselling e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer— internationally-recognized experts in the field of e-learning—offer essential information and guidelines for selecting, designing, and developing asynchronous and synchronous e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings. In addition to updating research in all chapters, two new chapters and a CD with multimedia examples are included.
Table of contents
- Copyright
- ACKNOWLEDGMENTS
- INTRODUCTION GETTING THE MOST FROM THIS RESOURCE
-
e-Learning: Promise And Pitfalls
- The e-Learning Bandwagon
- What Is e-Learning?
- Self-Study Versus Virtual Classroom e-Learning
- e-Learning Development Process
- Two Types of e-Learning Goals: Inform and Perform
- Is e-Learning Better? Media Comparison Research
- What Makes e-Learning Unique?
- e-Learning: The Pitfalls
- What Is Good e-Courseware?
- Learning in e-Learning
- Suggested Readings
- How Do People Learn from e-Courses?
-
Suggested Readings
-
Applying The Multimedia Principle: Use Words And Graphics Rather Than Words Alone
- Do Visuals Make a Difference?
- Include Both Words and Graphics
- Some Ways to Use Graphics to Promote Learning
- Psychological Reasons for the Multimedia Principle
- Evidence for Using Words and Pictures
- The Multimedia Principle Works Best for Novices
- Should You Change Static Illustrations into Animations?
- What We Don't Know About Visuals
- Suggested Readings
-
Applying The Contiguity Principle: Align Words To Corresponding Graphics
- Place Printed Words Near Corresponding Graphics
- Synchronize Spoken Words with Corresponding Graphics
- Psychological Reasons for the Contiguity Principle
- Evidence for Presenting Printed Words Near Corresponding Graphics
- Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics
- What We Don't Know About Contiguity
-
Suggested Readings
- Applying The Modality Principle: Present Words As Audio Narration, Rather Than On-Screen Text
- Suggested Readings
-
Applying The Redundancy Principle: Explain Visuals With Words In Audio or Text: Not Both
- Do Not Add On-Screen Text to Narrated Graphics
- Psychological Reasons for the Redundancy Principle
- Evidence for Omitting Redundant On-Screen Text
- Consider Adding On-Screen Text to Narration in Special Situations
- Psychological Reasons for Exceptions to the Redundancy Principle
- Evidence for Including Redundant On-Screen Text
- What We Don't Know About Redundancy
- Suggested Readings
-
Applying the Coherence Principle: Adding Interesting Material Can Hurt Learning
- Avoid e-Lessons with Extraneous Audio
- Psychological Reasons to Avoid Extraneous Audio in e-Learning
- Evidence for Omitting Extraneous Audio
- Avoid e-Lessons with Extraneous Graphics
- Psychological Reasons to Avoid Extraneous Graphics in e-Learning
- Evidence for Omitting Extraneous Graphics
- Avoid e-Lessons with Extraneous Words
- Psychological Reasons to Avoid Extraneous Words in e-Learning
- Evidence for Omitting Extraneous Words Added for Interest
- Evidence for Omitting Extraneous Words Added to Expand on Key Ideas
- Evidence for Omitting Extraneous Words Added for Technical Depth
- What We Don't Know About Coherence
- Suggested Readings
-
Applying the Personalization Principle: Use Conversational Style And Virtual Coaches
- Use Conversational Rather Than Formal Style
- Psychological Reasons for the Personalization Principle
- Evidence for Using Conversational Style
- Promote Personalization Through Voice Quality
- Promote Personalization Through Polite Speech
- Use Effective On-Screen Coaches to Promote Learning
- Make the Author Visible to Promote Learning
- Psychological Reasons for Using a Visible Author
- Evidence for the Visible Author
- What We Don't Know About Personalization
- Suggested Readings
-
Applying the Segmenting and Pretraining Principles: Managing Complexity By Breaking A Lesson Into Parts
- Break a Continuous Lesson into Bite-Size Segments
- Psychological Reasons for the Segmenting Principle
- Evidence for Breaking a Continuous Lesson into Bite-Size Segments
- Ensure That Learners Know the Names and Characteristics of Key Concepts
- Psychological Reasons for the Pretraining Principle
- Evidence for Providing Pretraining in Key Concepts
- What We Don't Know About Segmenting and Pretraining
- Suggested Readings
-
Leveraging Examples in e-Learning
- Worked Examples: Fuel for Learning
- How Worked Examples Work
- How to Leverage Worked Examples: Overview
- Transition from Worked Examples to Problems via Fading
- Promote Self-Explanations of Worked-Out Steps
- Supplement Worked Examples with Explanations
- Apply Multimedia Principles to Examples
- Support Learning Transfer
- Design Guidelines for Near-Transfer Learning
- Design Guidelines for Far-Transfer Learning
- What We Don't Know About Worked Examples
- Suggested Readings
-
Does Practice Make Perfect?
- What Is Practice in e-Learning?
- The Paradox of Practice
- How to Leverage Practice: Overview
- Mirror the Job
- Provide Explanatory Feedback
- Adapt the Amount and Placement of Practice to Job Performance Requirements
- Apply Multimedia Principles
- Transition from Examples to Practice Gradually
- What We Don't Know About Practice
- Suggested Readings
-
Learning Together Virtually
- What Is Computer-Supported Collaborative Learning (CSCL)?
- Factors That Make a Difference: Overview
- Is Problem-Solving Learning Better with CSCL or Solo?
- Virtual vs. Face-to-Face Group Decisions
- Software Representations to Support Collaborative Work
- Group Roles and Assignments in CSCL
- Team-Building Skills and CSCL Outcomes
- Collaborative Structures and CSCL Outcomes
- Collaborative Group Techniques
- CSCL: The Bottom Line
- Suggested Readings
-
Who's in Control?: Guidelines For E-Learning Navigation
- Learner Control Versus Program Control
- Do Learners Make Good Instructional Decisions?
- Four Principles for Learner Control: Overview
- Give Experienced Learners Control
- Make Important Instructional Events the Default
- Consider Adaptive Control
- Give Pacing Control
- Navigational Guidelines for Learner Control
- What We Don't Know About Learner Control
- Suggested Readings
-
e-Learning to Build Thinking Skills
- What Are Thinking Skills?
- Can Creativity Be Trained?
- Building Critical Thinking Skills in the Workforce: Overview
- Use Job–Specific Cases
- Psychological Reasons for Job-Specific Training
- Evidence for Job-Specific Problem-Solving Training
- Make Thinking Processes Explicit
- Define Job-Specific Problem-Solving Processes
- Teaching Thinking Skills: The Bottom Line
- What We Don't Know About Teaching Thinking Skills
- Suggested Readings
-
Simulations and Games in e-Learning
- The Case for Simulations and Games
- Do Simulations and Games Teach?
- Balancing Motivation and Learning
- Match Game Types to Learning Goals
- Make Learning Essential to Progress
- Features That Lead to Learning
- Build in Guidance
- Promote Reflection on Correct Answers
- Manage Complexity
- What We Don't Know About Games and Simulations
- Suggested Readings
-
Applying the Guidelines
- Applying Our Guidelines to Evaluate e-Courseware
- e-Lesson Reviews
- Asynchronous Samples One and Two: Design of Databases
- Synchronous Sample Three: Constructing Formulas in Excel
- Asynchronous Sample Four: Simulation Course for Commercial Bank Loan Analysis
- The Next Generation of e-Learning
- In Conclusion
-
REFERENCES
- Glossary
- LIST OF TABLES AND FIGURES
- ABOUT THE AUTHORS
- HOW TO USE THE CD-ROM
- Pfeiffer Publications Guide
Product information
- Title: e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
- Author(s):
- Release date: September 2007
- Publisher(s): Pfeiffer
- ISBN: 9780787986834
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