Ruth C. Clark (Clark Training and Consulting), Richard E. Mayer (University of Santa Barbara)

e-Learning and the Science of Instruction

Proven Guidelines for Consumers and Designers of Multimedia Learning

• Gebundenes Buch

Produktbeschreibung

Use the latest e-learning research to improve your digital instructional materials The newly released Fifth Edition of e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning is an evidence-based guide to effective digital instruction including self-study tutorials, virtual classrooms, video-based instruction, learning games, simulations, and immersive virtual environments. Written by an internationally recognized multimedia researcher and an expert in workforce learning, the guidelines in this book are based on valid research evidence and grounded in the science of learning. They will help you evaluate, design, and develop effective digital learning environments. You will read evidence, psychological theory, and examples regarding how to: * Incorporate still and animated graphics * Promote productive engagement * Avoid counterproductive content that degrades learning * Leverage techniques for online collaborative learning * Design learning games * Build thinking skills in online lessons * Design video-based instruction * Decide when and how to use immersive virtual environments Perfect for online course creators and evaluators, virtual classroom instructors, and workforce learning professionals, e-Learning and the Science of Instruction bridges the gap between current research findings about instructional methods that promote learning and practical decisions in design and development of digital learning solutions.

Produktdetails

• Verlag: John Wiley & Sons Inc
• Artikelnr. des Verlages: 1W394177370
• 5 ed
• Seitenzahl: 512
• Erscheinungstermin: 30. November 2023
• Englisch
• Abmessung: 246mm x 190mm x 32mm
• Gewicht: 1126g
• ISBN-13: 9781394177370
• ISBN-10: 1394177372
• Artikelnr.: 67794672

Autorenporträt

Richard E. Mayer, Ph.D., is a Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara. His research focuses on the intersection of cognition, instruction, and technology. He is the author of more than 600 publications, including 40 books, and has been recognized as the most productive educational psychologist in the world. Ruth Colvin Clark, Ed.D., is the President and Principal Consultant of Clark Training & Consulting. She is a specialist in evidence-based training methods and bridging the gap between academic research and practitioner application.

Inhaltsangabe

Preface xv Part I Foundations of e-Learning and the Science of Instruction
1 1 e-Learning: Promise and Pitfalls 3 What Is e-Learning? 4 The Evolution
of e-Learning for Training 7 Is e-Learning Better? 9 The Promise of
e-Learning 10 The Pitfalls of e-Learning 13 e-Learning Architectures 14
Twenty Years Later 15 2 How People Learn from e-Courses 19 How Do People
Learn? 21 Guiding the Learner's Cognitive Processing During Learning 25
Core Goals for Instructional Design in e-Learning 27 How e-Lessons Affect
Learning 31 Summary of Learning Processes 34 What We Don't Know About
Learning 35 3 Evidence-Based Practice 39 What Is Evidence-Based Practice?
40 Rationale for Evidence-Based Practice 41 Three Approaches to Research on
Instructional Effectiveness 42 What to Look for in Experimental Comparisons
43 What Are Boundary Conditions? 49 What Is a Meta-Analysis? 49 Limits of
Experimental Research 50 Where Can You Find Relevant Research? 50 The
Evolution of Evidence-Based Practice 51 What We Don't Know About
Evidence-Based Practice 51 Part II How to Leverage Visuals and Words in
e-Learning 55 4 Applying the Multimedia Principle: Use Words and Graphics
Rather than Words Alone 57 Do Visuals Make a Difference? 59 Multimedia
Principle: Include Both Words and Graphics 60 Some Ways to Use Graphics to
Promote Learning 63 Psychological Reasons for the Multimedia Principle 66
Evidence for Using Words and Pictures 67 When to Use Animations 72 How to
Optimize Learning from Graphics 73 What We Don't Know About Visuals 74 5
Applying the Contiguity Principle: Align Words to Corresponding Graphics 81
Spatial Contiguity Principle: Place Printed Words near Corresponding
Graphics 83 Violations of Spatial Contiguity 85 Psychological Reasons for
the Spatial Contiguity Principle 90 Evidence for the Spatial Contiguity
Principle 90 Temporal Contiguity Principle: Synchronize Spoken Words with
Corresponding Graphics 94 Psychological Reasons for the Temporal Contiguity
Principle 96 Evidence for the Temporal Contiguity Principle 97 What We
Don't Know About Contiguity 98 6 Applying the Signaling Principle: Use
Verbal and Visual Cues to Direct Attention 103 What Is Signaling? 104 How
Does Signaling Work? 105 Evidence for the Benefits of Signaling 106
Signaling: The Bottom Line 110 What We Don't Know About Signaling 110 7
Applying the Modality Principle: Present Words as Audio Narration Rather
Than On-Screen Text 115 Modality Principle: Present Words as Speech Rather
Than On-Screen Text 117 Psychological Reasons for the Modality Principle
119 Evidence for Using Spoken Rather Than Printed Text 121 When Audio Is
Not Effective: Boundary Conditions for the Modality Principle 123 What We
Don't Know About Modality 127 8 When to Add Text to Audio Narration:
Applying the Redundancy Principle 131 What Is the Redundancy Principle? 133
Psychological Reasons for the Redundancy Principle 133 Evidence for
Omitting Redundant On-Screen Text 137 Add On-Screen Text to Narration in
Special Situations 138 The Bottom Line 142 What We Don't Know About
Redundancy 142 9 Applying the Coherence Principle: Adding Extra Material
Can Hurt Learning 149 Principle 1: Avoid e-Lessons with Extraneous Words
152 Principle 2: Avoid e-Lessons with Extraneous Graphics 156 Principle 3:
Avoid e-Lessons with Extraneous Audio 165 What We Don't Know About
Coherence 166 Part III How to Promote Skill Building in e-Learning 171 10
Engagement in e-Learning: Activities for Promoting Generative Learning 173
What Is Engagement? 175 Engagement and Generative Processing 176 Behavioral
Versus Psychological Engagement 177 When Behavioral Engagement Impedes
Learning 178 Three Engagement Activities That Can Promote Generative
Processing 180 The Bottom Line to Engagement in e-Learning 185 What We
Don't Know About Generative Learning 186 11 Leveraging Examples in
e-Learning 191 What Is Example-Based Instruction? 192 The Psychology of
Example-Based Instruction 195 Evidence for the Benefits of Example-Based
Instruction 196 How to Optimize the Benefits of Example-Based Instruction
197 What We Don't Know About Worked Examples 208 12 Does Practice Make
Perfect? 213 What Is Practice in e-Learning? 215 Is Practice a Good
Investment? 217 Principle 1: Add Sufficient Practice Interactions to
Achieve the Objective 219 Principle 2: Make Sure Practice Mirrors the Job
221 Principle 3: Provide Effective Feedback on Practice Performance 221
Principle 4: Distribute and Mix Practice Among Learning Events 227
Principle 5: Arrange Practice That Increases in Challenge as Learners
Progress 229 Principle 6: Provide Scaffolding to Support Guided Practice
When Needed 229 Principle 7: Apply Multimedia Principles in Designing
Feedback 231 What We Don't Know About Practice 232 Part IV How to Organize
Content in e-Learning 235 13 Organizing Instruction: Applying the
Segmenting and Pretraining Principles 237 What Is the Segmenting Principle?
239 What Is the Pretraining Principle? 244 Psychological Reasons for the
Pretraining Principle 248 Managing Essential Overload 249 What We Don't
Know About Segmenting and Pretraining 250 14 Who's in Control?: Guidelines
for e-Learning Navigation 255 Learner Control Versus Program Control 257 Do
Learners Make Good Instructional Decisions? 260 The Psychology of Learner
Decisions 263 Four Principles for Learner Control in e-Learning 264 The
Bottom Line 271 What We Don't Know About Learner Control 271 Part V How to
Leverage Social Cues in e-Learning 275 15 Applying the Personalization
Principle: Use Conversational Style, Polite Wording, Friendly Voice,
On-Screen Agents, and Social Presence in e-Learning 277 Personalization
Principle 1: Use Conversational Rather Than Formal Style 280
Personalization Principle 2: Use Polite Wording 285 Personalization
Principle 3: Use a Friendly Human Voice Quality for Narrations 286 Can
On-Screen Agents Promote Learning in Asynchronous e-Learning? 287 How Can
Instructors in Video Lessons Leverage Personalization? 293 What We Don't
Know About Personalization 295 16 Online Collaborative Learning 299 What Is
Collaborative Learning? 301 The Psychology of Collaborative Learning 303
What Is Computer-Supported Collaborative Learning (CSCL)? 304 Principle 1:
Design Tasks and Team Assignments to Foster Interdependence 307 Principle
2: Optimize Group Size, Prior Knowledge, and Collaboration Experience 309
Principle 3: Consider Tradeoffs Between Synchronous and Asynchronous
Collaboration 310 Principle 4: Maximize Social Presence in Online
Collaborative Environments 312 Principle 5: Use Scripts to Optimize Team
Outcomes 313 What We Don't Know About Online Collaborative Learning 316
Part VI Special Applications of e-Learning 319 17 e-Learning to Build
Thinking Skills 321 What Are Thinking Skills? 323 What to Teach: Focused
Target Skills Versus Improving the Mind in General 325 Where to Teach:
Domain-General Versus Domain-Specific Thinking Skills 325 How to Teach:
Expert Modeling with Learner Practice Versus Direct Instruction 326 Can
Thinking Skills Be Trained? 326 Principle 1: Build Explicit Instruction to
Teach Specific Job-Relevant Thinking Skills 328 Principle 2: Incorporate
Online Simulations of Authentic Work Scenarios 332 Principle 3: Identify
Job-Specific Thinking Processes 335 Teaching Thinking Skills: The Bottom
Line 336 What We Don't Know About Teaching Thinking Skills 336 18 Designing
Effective Instructional Video 341 The Challenge of Instructional Video 343
Historical Foundations of Instructional Video 343 Uses of Instructional
Video 343 Principle 1: Record a Demonstration Video from a First-Person
Perspective 345 Principle 2: Have the Instructor Draw on the Board While
Lecturing 346 Principle 3: Embed Generative Activities During Breaks in the
Video 347 Principle 4: Add Subtitles for Learning in a Second Language 348
Principle 5: Have the Instructor Exhibit Positive Voice and Gestures 349
Principle 6: Have the Instructor Use Pointing and Eye Gaze to Direct
Attention 350 Principle 7: Avoid Overuse of Talking Heads or Static
Instructor Images 351 Principle 8: Apply Multimedia Design Principles 352
What We Don't Know About Instructional Video 353 19 Learning with Computer
Games 357 Do Games Have a Place in the Serious Business of Training? 359
Which Features Improve a Game's Effectiveness? 359 What Are the Cognitive
Consequences of Playing Off-the-Shelf Computer Games? 365 Are Games More
Effective Than Conventional Media? 368 What We Don't Know About Learning
with Computer Games 375 20 Immersive Virtual Reality for Instruction 379
The Promise and Pitfalls of Learning in Immersive Virtual Reality 381 What
Is Immersive Virtual Reality? 382 Three Levels of Immersion 383 Is
Immersive Virtual Reality Better for Learning Than Traditional Media? 383
When to Use Immersive Virtual Reality Learning Environments 386 How to Use
Immersive Virtual Reality Training Environments 386 What We Don't Know
About Immersive Virtual Reality 389 21 Applying the Multimedia Guidelines
395 How Strong Is the Evidence for the Multimedia Principles? 395
e-Learning Guidelines Checklists 400 Trends in Multimedia Instructional
Design Research 404 The Future of Multimedia Instructional Design Research
405 Conclusion 407 Glossary 409 References 429 Acknowledgments 459 About
the Authors 461 Author Index 463 Subject Index 473