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

by Clark, Ruth C.; Mayer, Richard E.

• ISBN13: 9780787986834
• ISBN10: 0787986836
• Edition: 2nd
• Format: Hardcover
• Copyright: 2007-09-28
• Publisher: Pfeiffer & Co

Summary

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.

Author Biography

Ruth Colvin Clark has worked for more than twenty-five years with instructional professionals assigned to design, develop, and select effective training for classroom or computer delivery. She is widely published in the areas of training, development, and performance improvement.

Richard E. Mayer is professor of psychology at the University of California, Santa Barbara. He is an internationally-recognized expert in the application of learning psychology to design of instruction in multimedia learning environments and the author of Multimedia Learning and is the editor of the Cambridge Handbook of Multimedia Learning.

Table of Contents

Acknowledgments

Preface

Introduction

e-Learning: Promise and Pitfalls

The e-Learning Bandwagon

What Is e-Learning?

Self-Study vs

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

How Do People Learn from e-Courses

How Do People Learn?

How Do e-Lessons Affect Human Learning?

What Is Good Research?

How Can You Identify Relevant Research?

How Do You Interpret Research Statistics?

What We Don't Know About Learning

Applying the Multimedia Principle: Use Words and Graphics, Rather Than Words Alone

Do Visuals Make a Difference?

Multimedia Principle: 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

Applying the Contiguity Principle: Align Words to Corresponding Graphics

Contiguity Principle

Place Printed Words Near Corresponding Graphics

Contiguity Principle

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 Contingency

Applying the Modality Principle: Present Words as Audio Narration, Rather Than On-Screen Text

Modality Principle: Present Words as Speech Rather Than On-Screen Text

Limitations to the Modality Principle

Psychological Reasons for the Modality Principle

Evidence for Using Spoken Rather Than Printed Text

When the Modality Principle Applies

What We Don't Know About Modality

Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text: Not Both

Redundancy Principle

Do Not Add On-Screen Text to Narrated Graphics

Psychological Reasons for the Redundancy Principle

Evidence for Omitting Redundant On-Screen Text

Redundancy Principle

Consider Adding On-Screen Text to Narration in Special Situations

Psychological Reasons for Exceptions to Redundancy Principle

Evidence for Including Redundant On-Screen Text

What We Don't Know About Redundancy

Applying the Coherence Principle: Adding Interesting Material Can Hurt Learning

Coherence Principle

Avoid e-Lessons with Extraneous Audio

Psychological Reasons to Avoid Extraneous Audio in e-Learning

Evidence for Omitting Extraneous Audio

Coherence Principle

Avoid e-Lessons with Extraneous Graphics

Psychological Reasons to Avoid Extraneous Graphics in e-Learning

Evidence for Omitting Extraneous Graphics

Coherence Principle

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

Applying the Personalization Principle: Use Conversational Style and Virtual Coaches

Personalization Principle

Use Conversational Style 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

Personalization Principle

Use Effective On-Screen Coaches to Promote

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