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.

Klappentext

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.

Inhalt

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: …