book

e-Learning and the Science of Instruction

Name: e-Learning and the Science of Instruction
ISBN: 9781119158660

by Ruth C. Clark, Richard E. Mayer

March 2016

Beginner to intermediate

528 pages

12h 59m

English

Wiley

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Acknowledgments
Introduction
Chapter 1 e-Learning
Chapter SummaryWhat Is e-Learning?Is e-Learning Better?The Promises of e-LearningThe Pitfalls of e-LearningInform and Perform e-Learning Goalse-Learning ArchitecturesWhat Is Effective e-Courseware?Learning in e-LearningChapter ReflectionComing NextSuggested Readings
Chapter 2 How Do People Learn from e-Courses?
Chapter SummaryHow Do People Learn?Managing Limited Cognitive Resources During LearningHow e-Lessons Affect Human LearningWhat We Don’t Know About LearningChapter ReflectionComing NextSuggested Readings
Chapter 3 Evidence-Based Practice
Chapter SummaryWhat Is Evidence-Based Practice? Three Approaches to Research on Instructional EffectivenessWhat to Look for in Experimental ComparisonsHow to Interpret Research StatisticsHow Can You Identify Relevant Research?Boundary Conditions in Experimental ComparisonsPractical Versus Theoretical ResearchWhat We Don’t Know About Evidence-Based PracticeChapter ReflectionComing NextSuggested Readings
Chapter 4 Applying the Multimedia Principle
Chapter SummaryDo 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 VisualsChapter ReflectionComing NextSuggested Readings
Chapter 5 Applying the Contiguity Principle
Chapter SummaryPrinciple 1: Place Printed Words Near Corresponding GraphicsPsychological Reasons for Contiguity Principle 1Evidence for Contiguity Principle 1Principle 2: Synchronize Spoken Words with Corresponding GraphicsPsychological Reasons for Contiguity Principle 2Evidence for Contiguity Principle 2What We Don’t Know About ContiguityChapter ReflectionComing NextSuggested Readings
Chapter 6 Applying the Modality Principle
Chapter SummaryModality 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 ModalityChapter ReflectionComing NextSuggested Readings
Chapter 7 Applying the Redundancy Principle
Chapter SummaryPrinciple 1: Do Not Add On-Screen Text to Narrated GraphicsPsychological Reasons for the Redundancy PrincipleEvidence for Omitting Redundant On-Screen TextPrinciple 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 RedundancyChapter ReflectionComing NextSuggested Readings
Chapter 8 Applying the Coherence Principle
Chapter SummaryPrinciple 1: 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 DepthPrinciple 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 VisualsCan Interesting Graphics Ever Be Helpful?Principle 3: Avoid e-Lessons with Extraneous AudioPsychological Reasons to Avoid Extraneous Audio in e-LearningEvidence for Omitting Extraneous AudioWhat We Don’t Know About CoherenceChapter ReflectionComing NextSuggested Readings

Chapter 9 Applying the Personalization and Embodiment Principles
Chapter SummaryPersonalization Principle: Use Conversational Rather Than Formal Style, Polite Wording Rather Than Direct Wording, and Human Voice Rather Than Machine VoicePsychological Reasons for the Personalization PrinciplePromote Personalization Through Conversational StylePromote Personalization Through Polite SpeechPromote Personalization Through Voice QualityEmbodiment Principle: Use Effective On-Screen Coaches to Promote LearningImplications for e-LearningWhat We Don’t Know About Personalization and EmbodimentChapter ReflectionComing NextSuggested Readings
Chapter 10 Applying the Segmenting and Pretraining Principles
Chapter SummarySegmenting 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 PretrainingChapter ReflectionComing NextSuggested Readings
Chapter 11 Engagement in e-Learning
Chapter SummaryWhat Is Engagement?When Behavioral Engagement Impedes LearningEngagement That Leads to Generative ProcessingA New View of EngagementWhat We Don’t Know About EngagementChapter ReflectionComing NextSuggested Readings
Chapter 12 Leveraging Examples in e-Learning
Chapter SummaryWhat Are Worked Examples?The Psychology of Worked ExamplesEvidence for the Benefits of Worked ExamplesPrinciples to Optimize Benefits of Worked ExamplesPrinciple 1: Provide Worked Examples in Lieu of Problem Assignments When the Essential Load of the Lesson Is HighPrinciple 2: Fade from Worked Examples to ProblemsPrinciple 3: Promote Self-ExplanationsPrinciple 4: Include Instructional Explanations of Worked Examples in Some SituationsPrinciple 5: Apply Multimedia Principles to ExamplesPrinciple 6: Support Far TransferWhat We Don’t Know About Worked ExamplesChapter ReflectionComing NextSuggested Readings
Chapter 13 Does Practice Make Perfect?
Chapter SummaryWhat Is Practice in e-Learning?Is Practice a Good Investment?Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the ObjectivePrinciple 2: Mirror the JobPrinciple 3: Provide Effective FeedbackPrinciple 4: Distribute and Mix Practice Among Learning EventsPrinciple 5: Apply Multimedia PrinciplesWhat We Don’t Know About PracticeComing NextSuggested Readings
Chapter 14 Learning Together Virtually
Chapter SummaryWhat Is Collaborative Learning?What Is Computer-Supported Collaborative Learning (CSCL)?Principle 1: Consider Collaborative Assignments for Challenging TasksPrinciple 2: Optimize Group Size, Composition, and InterdependencePrinciple 3: Match Synchronous and Asynchronous Assignments to the Collaborative GoalPrinciple 4: Use Collaborative Tool Features That Optimize Team Processes and ProductsPrinciple 5: Maximize Social Presence in Online Collaborative EnvironmentsPrinciple 6: Use Structured Collaboration Processes to Optimize Team OutcomesWhat We Don’t Know About Collaborative LearningComing NextSuggested Readings
Chapter 15 Who’s in Control?
Chapter SummaryLearner Control Versus Program ControlDo Learners Make Good Instructional Decisions?Principle 1: Give Experienced Learners ControlPrinciple 2: Make Important Instructional Events the DefaultPrinciple 3: Consider Alternative Forms of Learner ControlPrinciple 4: Give Pacing Control to All LearnersPrinciple 5: Offer Navigational Support in Hypermedia EnvironmentsThe Bottom LineWhat We Don’t Know About Learner ControlComing NextSuggested Readings
Chapter 16 e-Learning to Build Thinking Skills
Chapter SummaryWhat Are Thinking Skills?Can Thinking Skills Be Trained?Principle 1: Focus on Explicit Teaching of Job-Relevant Thinking SkillsPrinciple 2: Design Lessons Around Authentic Work Tasks or ProblemsEvidence for Problem-Focused InstructionPrinciple 3: Define Job-Specific Thinking ProcessesWhat We Don’t Know About Teaching Thinking SkillsComing Next
Chapter 17 Learning with Computer Games
Chapter SummaryDo Games Have a Place in the Serious Business of Training?Which Features Improve a Game’s Effectiveness?Does Game Playing Improve Cognitive Skills?Are Games More Effective Than Conventional Media?What We Don’t Know About Learning with Computer GamesComing NextSuggested Readings
Chapter 18 Applying the Guidelines
Chapter SummaryApplying the Evidence-Based Guidelines to e-Coursese-Lesson Guidelines ChecklistReview of Sample 1: Excel for Small BusinessReview of Sample 2: Synchronous Excel LessonReview of Sample 3: Automotive Troubleshooting SimulationReflections on Past PredictionsBeyond 2016 in Multimedia ResearchIn Conclusion
References
Glossary
Name Index
Subject Index
About the Authors
EULA

Content preview from e-Learning and the Science of Instruction

CHAPTER 1 e-Learning Promise and Pitfalls

CHAPTER SUMMARY

In this chapter we define e-learning as instruction delivered on a digital device that is intended to support learning. In e-learning the delivery hardware can range from desktop or laptop computers to tablets or smart phones, but the instructional goal is to support individual learning or organizational performance goals. Our scope includes e-learning designed for self-study available upon demand (asynchronous e-learning) as well as instructor-led e-learning presented at a fixed time (synchronous e-learning). Among these two forms of e-learning, we include e-courses developed primarily to provide information (inform courses) as well as those designed to build specific job-related skills (perform courses).

However, the benefits gained from these new technologies depend on the extent to which they are used in ways compatible with human cognitive learning processes and based on research-based principles of instructional design. When technophiles become so excited about cutting-edge technology that they ignore human mental limitations, they may not be able to leverage technology in ways that support learning. Instructional methods that support rather than defeat human learning processes are an essential ingredient of all effective e-learning courseware. The most appropriate methods depend on the goals of the training (for example, to inform or to perform); the learner’s related skills (for example, whether they are familiar ...

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