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

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning......Page 9
Contents......Page 11
Acknowledgments......Page 19
Introduction......Page 21
1. e-Learning: Promise and Pitfalls......Page 27
What Is e-Learning?......Page 28
Is e-Learning Better?......Page 31
The Promise of e-Learning......Page 34
The Pitfalls of e-Learning......Page 39
Inform and Perform e-Learning Goals......Page 40
e-Learning Architectures......Page 42
What Is Effective e-Courseware?......Page 43
Learning in e-Learning......Page 45
2. How Do People Learn from e-Courses?......Page 49
How Do People Learn?......Page 51
How e-Lessons Affect Human Learning......Page 59
What We Don\'t Know About Learning......Page 64
3. Evidence-Based Practice......Page 69
What Is Evidence-Based Practice?......Page 70
Three Approaches to Research on Instructional Effectiveness......Page 71
What to Look for in Experimental Comparisons......Page 75
How to Interpret No Effect in Experimental Comparisons......Page 77
How to Interpret Research Statistics......Page 78
How Can You Identify Relevant Research?......Page 81
What We Don\'t Know About Evidence-Based Practice......Page 82
4. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words alone......Page 87
Do Visuals Make a Difference?......Page 89
Multimedia Principle: Include Both Words and Graphics......Page 90
Some Ways to Use Graphics to Promote Learning......Page 94
Psychological Reasons for the Multimedia Principle......Page 98
Evidence for Using Words and Pictures......Page 99
The Multimedia Principle Works Best for Novices......Page 103
Should You Change Static Illustrations into Animations?......Page 104
What We Don\'t Know About Visuals......Page 106
5. Applying the Contiguity Principle: Align Words to Corresponding Graphics......Page 111
Contiguity Principle 1: Place Printed Words Near Corresponding Graphics......Page 113
Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics......Page 122
Psychological Reasons for the Contiguity Principle......Page 124
Evidence for Presenting Printed Words Near Corresponding Graphics......Page 126
Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics......Page 129
What We Don\'t Know About Contiguity......Page 130
6. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text......Page 135
Modality Principle: Present Words as Speech Rather Than On-Screen Text......Page 137
Limitations to the Modality Principle......Page 139
Psychological Reasons for the Modality Principle......Page 141
Evidence for Using Spoken Rather Than Printed Text......Page 143
When the Modality Principle Applies......Page 148
What We Don\'t Know About Modality......Page 149
7. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both......Page 153
Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics......Page 155
Psychological Reasons for the Redundancy Principle......Page 157
Evidence for Omitting Redundant On-Screen Text......Page 159
Redundancy Principle 2: Consider Adding On-Screen Text to Narration in Special Situations......Page 161
Psychological Reasons for Exceptions to the Redundancy Principle......Page 162
Evidence for Including Redundant On-Screen Text......Page 164
What We Don\'t Know About Redundancy......Page 166
8. Applying the Coherence Principle: Adding Material Can Hurt Learning......Page 171
Coherence Principle 1: Avoid e-Lessons with Extraneous Audio......Page 173
Psychological Reasons to Avoid Extraneous Audio in e-Learning......Page 176
Evidence for Omitting Extraneous Audio......Page 177
Coherence Principle 2: Avoid e-Lessons with Extraneous Graphics......Page 179
Psychological Reasons to Avoid Extraneous Graphics in e-Learning......Page 180
Evidence for Omitting Extraneous Graphics Added for Interest......Page 181
Evidence for Using Simpler Visuals......Page 184
Coherence Principle 3: Avoid e-Lessons with Extraneous Words......Page 186
Evidence for Omitting Extraneous Words Added for Interest......Page 188
Evidence for Omitting Extraneous Words Added to Expand on Key Ideas......Page 190
What We Don\'t Know About Coherence......Page 192
9. Applying the Personalization Principle: Use Conversational Style and Virtual Coaches......Page 199
Personalization Principle 1: Use Conversational Rather Than Formal Style......Page 202
Psychological Reasons for the Personalization Principle......Page 203
Evidence for Using Conversational Style......Page 205
Promote Personalization Through Voice Quality......Page 208
Promote Personalization Through Polite Speech......Page 209
Personalization Principle 2: Use Effective On-Screen Coaches to Promote Learning......Page 211
Personalization Principle 3: Make the Author Visible to Promote Learning......Page 217
Evidence for the Visible Author......Page 220
What We Don\'t Know About Personalization......Page 221
10. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts......Page 225
Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments......Page 227
Psychological Reasons for the Segmenting Principle......Page 230
Evidence for Breaking a Continuous Lesson into Bite-Size Segments......Page 231
Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts......Page 232
Psychological Reasons for the Pretraining Principle......Page 234
Evidence for Providing Pretraining in Key Concepts......Page 236
What We Don\'t Know About Segmenting and Pretraining......Page 238
11. Leveraging Examples in e-Learning......Page 243
What Are Worked Examples?......Page 244
Evidence for the Benefits of Worked Examples......Page 247
Worked Example Principle 1: Fade from Worked Examples to Problems......Page 249
Worked Example Principle 2: Promote Self-Explanations......Page 251
Worked Example Principle 3: Include Instructional Explanations of Worked Examples in Some Situations......Page 254
Worked Example Principle 4: Apply Multimedia Principles to Examples......Page 255
Worked Example Principle 5: Support Learning Transfer......Page 259
Design Guidelines for Far Transfer Worked Examples......Page 260
What We Don\'t Know About Worked Examples......Page 265
12. Does Practice Make Perfect?......Page 271
What Is Practice in e-Learning?......Page 273
The Paradox of Practice......Page 275
Practice Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the Objective......Page 277
Practice Principle 2: Mirror the Job......Page 282
Practice Principle 3: Provide Effective Feedback......Page 283
Practice Principle 4: Distribute and Mix Practice Among Learning Events......Page 287
Practice Principle 5: Apply Multimedia Principles......Page 292
What We Don\'t Know About Practice......Page 294
13. Learning Together Virtually......Page 299
What Is Collaborative Learning?......Page 300
What Is Computer-Supported Collaborative Learning (CSCL)?......Page 304
Some Generalizations About Collaboration......Page 308
CSCL Research Summaries......Page 312
Structured Controversy......Page 320
What We Don\'t Know About CSCL......Page 323
14. Who\'s in Control?: Guidelines for e-Learning Navigation......Page 329
Learner Control Versus Program Control......Page 331
Do Learners Make Good Instructional Decisions?......Page 335
Learner Control Principle 1: Give Experienced Learners Control......Page 339
Learner Control Principle 2: Make Important Instructional Events the Default......Page 342
Learner Control Principle 3: Consider Adaptive Control......Page 343
Learner Control Principle 4: Give Pacing Control......Page 347
Learner Control Principle 5: Offer Navigational Support in Hypermedia Environments......Page 349
What We Don\'t Know About Learner Control......Page 353
15. e-Learning to Build Thinking Skills......Page 359
Three Types of Thinking Skills......Page 361
Can Thinking Skills Be Trained?......Page 363
Thinking Skills Principle 1: Focus on Job-Specific Cognitive and Metacognitive Skills......Page 364
Thinking Skills Principle 2: Consider a Whole-Task Course Design......Page 365
Evidence for Whole-Task Instruction......Page 371
Thinking Skills Principle 3: Make Thinking Processes Explicit......Page 375
Thinking Skills Principle 4: Define Job-Specific Thinking Processes......Page 380
Teaching Thinking Skills: The Bottom Line......Page 383
What We Don\'t Know About Teaching Thinking Skills......Page 384
16. Simulations and Games in e-Learning......Page 389
The Case for Simulations and Games......Page 392
What Are Simulations and Games?......Page 394
Do Games and Simulations Teach?......Page 398
Games and Simulations Principle 1: Match Game Types to Learning Goals......Page 401
Games and Simulations Principle 3: Build in Proven Instructional Strategies......Page 402
Games and Simulations Principle 4: Build in Guidance and Structure......Page 406
Games and Simulations Principle 5: Manage Complexity......Page 409
Games and Simulations Principle 6: Make Relevance Salient......Page 413
What We Don\'t Know About Games and Simulations......Page 414
Applying Evidence-Based Guidelines to e-Courses......Page 421
e-Lesson Reviews......Page 424
Review of Sample 1: Asynchronous e-Lesson on Excel for Small Business......Page 429
Review of Sample 2: Synchronous e-Lesson on Excel......Page 434
Review of Sample 3: Automotive Troubleshooting Simulation......Page 438
Reflections on Past Predictions......Page 441
Beyond 2011......Page 443
In Conclusion......Page 444
References......Page 445
Glossary......Page 473
List of Tables and Figures......Page 495
Name Index......Page 507
Subject Index......Page 513
About the Authors......Page 521
Pfeiffer Publications Guide......Page 523