{"product_id":"elearning-and-the-science-of-instruction-9781119158660","title":"eLearning and the Science of Instruction","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe essential e-learning design manual, updated with the latest research, design principles, and examples    e-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design. Since the first edition of this book, e-learning has grown to account for at least 40% of all training delivery media.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. e-Learning: Promise and Pitfalls 7\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 7\u003c\/p\u003e \u003cp\u003eWhat Is e-Learning? 8\u003c\/p\u003e \u003cp\u003eIs e-Learning Better? 11\u003c\/p\u003e \u003cp\u003eTh e Promises of e]Learning 14\u003c\/p\u003e \u003cp\u003eTh e Pitfalls of e]Learning 18\u003c\/p\u003e \u003cp\u003eInform and Perform e]Learning Goals 19\u003c\/p\u003e \u003cp\u003ee-Learning Architectures 20\u003c\/p\u003e \u003cp\u003eWhat Is Effective e-Courseware? 22\u003c\/p\u003e \u003cp\u003eLearning in e-Learning 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. How Do People Learn from e-Courses? 29\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 29\u003c\/p\u003e \u003cp\u003eHow Do People Learn? 31\u003c\/p\u003e \u003cp\u003eManaging Limited Cognitive Resources During Learning 36\u003c\/p\u003e \u003cp\u003eHow e-Lessons Affect Human Learning 39\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learning 44\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Evidence-Based Practice 49\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 49\u003c\/p\u003e \u003cp\u003eWhat Is Evidence-Based Practice? 50\u003c\/p\u003e \u003cp\u003eThree Approaches to Research on Instructional Effectiveness 51\u003c\/p\u003e \u003cp\u003eWhat to Look for in Experimental Comparisons 55\u003c\/p\u003e \u003cp\u003eHow to Interpret Research Statistics 57\u003c\/p\u003e \u003cp\u003eHow Can You Identify Relevant Research? 59\u003c\/p\u003e \u003cp\u003eBoundary Conditions in Experimental Comparisons 60\u003c\/p\u003e \u003cp\u003ePractical Versus Theoretical Research 61\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Evidence-Based Practice 62\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone 67\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 67\u003c\/p\u003e \u003cp\u003eDo Visuals Make a Difference? 69\u003c\/p\u003e \u003cp\u003eMultimedia Principle: Include Both Words and Graphics 70\u003c\/p\u003e \u003cp\u003eSome Ways to Use Graphics to Promote Learning 74\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Multimedia Principle 76\u003c\/p\u003e \u003cp\u003eEvidence for Using Words and Pictures 77\u003c\/p\u003e \u003cp\u003eThe Multimedia Principle Works Best for Novices 80\u003c\/p\u003e \u003cp\u003eShould You Change Static Illustrations into Animations? 81\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Visuals 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Applying the Contiguity Principle: Align Words to Corresponding Graphics 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 89\u003c\/p\u003e \u003cp\u003ePrinciple 1: Place Printed Words Near Corresponding Graphics 91\u003c\/p\u003e \u003cp\u003eViolations of Contiguity Principle 1 94\u003c\/p\u003e \u003cp\u003ePsychological Reasons for Contiguity Principle 1 99\u003c\/p\u003e \u003cp\u003eEvidence for Contiguity Principle 1 100\u003c\/p\u003e \u003cp\u003ePrinciple 2: Synchronize Spoken Words with Corresponding Graphics 104\u003c\/p\u003e \u003cp\u003eViolations of Contiguity Principle 2 105\u003c\/p\u003e \u003cp\u003ePsychological Reasons for Contiguity Principle 2 107\u003c\/p\u003e \u003cp\u003eEvidence for Contiguity Principle 2 107\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Contiguity 108\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 113\u003c\/p\u003e \u003cp\u003eModality Principle: Present Words as Speech Rather Than On-Screen Text 115\u003c\/p\u003e \u003cp\u003eLimitations to the Modality Principle 117\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Modality Principle 119\u003c\/p\u003e \u003cp\u003eEvidence for Using Spoken Rather Than Printed Text 121\u003c\/p\u003e \u003cp\u003eWhen the Modality Principle Applies 126\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Modality 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text But Not Both 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 131\u003c\/p\u003e \u003cp\u003ePrinciple 1: Do Not Add On-Screen Text to Narrated Graphics 133\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Redundancy Principle 135\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Redundant On]Screen Text 137\u003c\/p\u003e \u003cp\u003ePrinciple 2: Consider Adding On-Screen Text to Narration in Special Situations 139\u003c\/p\u003e \u003cp\u003ePsychological Reasons for Exceptions to the Redundancy Principle 140\u003c\/p\u003e \u003cp\u003eEvidence for Including Redundant On-Screen Text 142\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Redundancy 144\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Applying the Coherence Principle: Adding Extra Material Can Hurt Learning 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 151\u003c\/p\u003e \u003cp\u003ePrinciple 1: Avoid e-Lessons with Extraneous Words 153\u003c\/p\u003e \u003cp\u003ePsychological Reasons to Avoid Extraneous Words in e-Learning 155\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Extraneous Words Added for Interest 156\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Extraneous Words Added to Expand on Key Ideas 158\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Extraneous Words Added for Technical Depth 159\u003c\/p\u003e \u003cp\u003ePrinciple 2: Avoid e]Lessons with Extraneous Graphics 159\u003c\/p\u003e \u003cp\u003ePsychological Reasons to Avoid Extraneous Graphics in e-Learning 161\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Extraneous Graphics Added for Interest 162\u003c\/p\u003e \u003cp\u003eEvidence for Using Simpler Visuals 165\u003c\/p\u003e \u003cp\u003eCan Interesting Graphics Ever Be Helpful? 167\u003c\/p\u003e \u003cp\u003ePrinciple 3: Avoid e-Lessons with Extraneous Audio 168\u003c\/p\u003e \u003cp\u003ePsychological Reasons to Avoid Extraneous Audio in e-Learning 170\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Extraneous Audio 170\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Coherence 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Applying the Personalization and Embodiment Principles: Use Conversational Style, Polite Wording, Human Voice, and Virtual Coaches 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 179\u003c\/p\u003e \u003cp\u003ePersonalization Principle: Use Conversational Rather Than Formal Style, Polite Wording Rather Than Direct Wording, and Human Voice Rather Than Machine Voice 182\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Personalization Principle 183\u003c\/p\u003e \u003cp\u003ePromote Personalization Through Conversational Style 185\u003c\/p\u003e \u003cp\u003ePromote Personalization Through Polite Speech 187\u003c\/p\u003e \u003cp\u003ePromote Personalization Through Voice Quality 189\u003c\/p\u003e \u003cp\u003eEmbodiment Principle: Use Effective On-Screen Coaches to Promote Learning 189\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Personalization and Embodiment 197\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts 201\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 201\u003c\/p\u003e \u003cp\u003eSegmenting Principle: Break a Continuous Lesson into Bite-Size Segments 203\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Segmenting Principle 206\u003c\/p\u003e \u003cp\u003eEvidence for Breaking a Continuous Lesson into Bite-Size Segments 207\u003c\/p\u003e \u003cp\u003ePretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts 209\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Pretraining Principle 210\u003c\/p\u003e \u003cp\u003eEvidence for Providing Pretraining in Key Concepts 212\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Segmenting and Pretraining 214\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Engagement in e]Learning 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 219\u003c\/p\u003e \u003cp\u003eWhat Is Engagement? 221\u003c\/p\u003e \u003cp\u003eWhen Behavioral Engagement Impedes Learning 224\u003c\/p\u003e \u003cp\u003eEngagement That Leads to Generative Processing 226\u003c\/p\u003e \u003cp\u003eA New View of Engagement 233\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Engagement 233\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Leveraging Examples in e-Learning 239\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 239\u003c\/p\u003e \u003cp\u003eWhat Are Worked Examples? 240\u003c\/p\u003e \u003cp\u003eThe Psychology of Worked Examples 243\u003c\/p\u003e \u003cp\u003eEvidence for the Benefits of Worked Examples 243\u003c\/p\u003e \u003cp\u003ePrinciples to Optimize Benefits of Worked Examples 245\u003c\/p\u003e \u003cp\u003ePrinciple 1: Provide Worked Examples in Lieu of Problem Assignments When the Essential Load of the Lesson Is High 246\u003c\/p\u003e \u003cp\u003ePrinciple 2: Fade from Worked Examples to Problems 247\u003c\/p\u003e \u003cp\u003ePrinciple 3: Promote Self-Explanations 249\u003c\/p\u003e \u003cp\u003ePrinciple 4: Include Instructional Explanations of Worked Examples in Some Situations 252\u003c\/p\u003e \u003cp\u003ePrinciple 5: Apply Multimedia Principles to Examples 252\u003c\/p\u003e \u003cp\u003ePrinciple 6: Support Far Transfer 256\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Worked Examples 260\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Does Practice Make Perfect? 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 265\u003c\/p\u003e \u003cp\u003eWhat Is Practice in e-Learning? 267\u003c\/p\u003e \u003cp\u003eIs Practice a Good Investment? 270\u003c\/p\u003e \u003cp\u003ePrinciple 1: Add Sufficient Practice Interactions to e]Learning to Achieve the Objective 271\u003c\/p\u003e \u003cp\u003ePrinciple 2: Mirror the Job 275\u003c\/p\u003e \u003cp\u003ePrinciple 3: Provide Effective Feedback 275\u003c\/p\u003e \u003cp\u003ePrinciple 4: Distribute and Mix Practice Among Learning Events 281\u003c\/p\u003e \u003cp\u003ePrinciple 5: Apply Multimedia Principles 285\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Practice 287\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Learning Together Virtually 293\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 292\u003c\/p\u003e \u003cp\u003eWhat Is Collaborative Learning? 295\u003c\/p\u003e \u003cp\u003eWhat Is Computer-Supported Collaborative Learning (CSCL)? 297\u003c\/p\u003e \u003cp\u003ePrinciple 1: Consider Collaborative Assignments for Challenging Tasks 302\u003c\/p\u003e \u003cp\u003ePrinciple 2: Optimize Group Size, Composition, and Interdependence 304\u003c\/p\u003e \u003cp\u003ePrinciple 3: Match Synchronous and Asynchronous Assignments to the Collaborative Goal 305\u003c\/p\u003e \u003cp\u003ePrinciple 4: Use Collaborative Tool Features That Optimize Team Processes and Products 307\u003c\/p\u003e \u003cp\u003ePrinciple 5: Maximize Social Presence in Online Collaborative Environments 308\u003c\/p\u003e \u003cp\u003ePrinciple 6: Use Structured Collaboration Processes to Optimize Team Outcomes 309\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Collaborative Learning 311\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Who’s in Control? Guidelines for e-Learning Navigation 317\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 317\u003c\/p\u003e \u003cp\u003eLearner Control Versus Program Control 319\u003c\/p\u003e \u003cp\u003eDo Learners Make Good Instructional Decisions? 323\u003c\/p\u003e \u003cp\u003ePrinciple 1: Give Experienced Learners Control 327\u003c\/p\u003e \u003cp\u003ePrinciple 2: Make Important Instructional Events the Default 328\u003c\/p\u003e \u003cp\u003ePrinciple 3: Consider Alternative Forms of Learner Control 330\u003c\/p\u003e \u003cp\u003ePrinciple 4: Give Pacing Control to All Learners 331\u003c\/p\u003e \u003cp\u003ePrinciple 5: Offer Navigational Support in Hypermedia Environments 332\u003c\/p\u003e \u003cp\u003eTh e Bottom Line 335\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learner Control 335\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 e-Learning to Build Thinking Skills 341\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 341\u003c\/p\u003e \u003cp\u003eWhat Are Thinking Skills? 343\u003c\/p\u003e \u003cp\u003eCan Thinking Skills Be Trained? 347\u003c\/p\u003e \u003cp\u003ePrinciple 1: Focus on Explicit Teaching of Job-Relevant Thinking Skills 349\u003c\/p\u003e \u003cp\u003ePrinciple 2: Design Lessons Around Authentic Work Tasks or Problems 353\u003c\/p\u003e \u003cp\u003eEvidence for Problem-Focused Instruction 358\u003c\/p\u003e \u003cp\u003ePrinciple 3: Define Job-Specific Thinking Processes 361\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Teaching Thinking Skills 363\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Learning with Computer Games 369\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 369\u003c\/p\u003e \u003cp\u003eDo Games Have a Place in the Serious Business of Training? 371\u003c\/p\u003e \u003cp\u003eWhich Features Improve a Game’s Effectiveness? 372\u003c\/p\u003e \u003cp\u003eDoes Game Playing Improve Cognitive Skills? 377\u003c\/p\u003e \u003cp\u003eAre Games More Effective Than Conventional Media? 382\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learning with Computer Games 385\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Applying the Guidelines 391\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Summary 391\u003c\/p\u003e \u003cp\u003eApplying the Evidence-Based Guidelines to e-Courses 391\u003c\/p\u003e \u003cp\u003ee-Lesson Guidelines Checklist 396\u003c\/p\u003e \u003cp\u003eReview of Sample 1: Excel for Small Business 401\u003c\/p\u003e \u003cp\u003eReview of Sample 2: Synchronous Excel Lesson 406\u003c\/p\u003e \u003cp\u003eReview of Sample 3: Automotive Troubleshooting Simulation 409\u003c\/p\u003e \u003cp\u003eReflections on Past Predictions 411\u003c\/p\u003e \u003cp\u003eBeyond 2016 in Multimedia Research 413\u003c\/p\u003e \u003cp\u003eReferences 419\u003c\/p\u003e \u003cp\u003eGlossary 451\u003c\/p\u003e \u003cp\u003eList of Tables and Figures 473\u003c\/p\u003e \u003cp\u003eName Index 485\u003c\/p\u003e \u003cp\u003eSubject Index 493\u003c\/p\u003e \u003cp\u003eAbout the Authors 509\u003c\/p\u003e","brand":"John Wiley \u0026 Sons","offers":[{"title":"Default Title","offer_id":53186830598487,"sku":"9781119158660","price":52.25,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/bookcurl.com\/products\/elearning-and-the-science-of-instruction-9781119158660","provider":"Book Curl","version":"1.0","type":"link"}