Table of contents for E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / Ruth Colvin Clark, Richard E. Mayer.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


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CONTENTS
@FCTX2:Acknowledgments
Preface
Introduction
@FCTX:1. e-Learning: Promise and Pitfalls
@FCTX2: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
@FCTX:2. How Do People Learn from e-Courses
@FCTX2: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
@FCTX:3. Applying the Multimedia Principle: Use Words and Graphics, Rather Than Words Alone
@FCTX2: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
@FCTX:4. Applying the Contiguity Principle: Align Words to Corresponding Graphics
@FCTX2:Contiguity Principle 1: Place Printed Words Near Corresponding Graphics
Contiguity Principle 2: 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
@FCTX:5. 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
@FCTX:6. Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text: Not Both
@FCTX2:Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics
Psychological Reasons for the Redundancy Principle
Evidence for Omitting Redundant On-Screen Text
Redundancy Principle 2: 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
@FCTX:7. Applying the Coherence Principle: Adding Interesting Material Can Hurt Learning
@FCTX2:Coherence Principle 1: Avoid e-Lessons with Extraneous Audio
Psychological Reasons to Avoid Extraneous Audio in e-Learning
Evidence for Omitting Extraneous Audio
Coherence Principle 2: Avoid e-Lessons with Extraneous Graphics
Psychological Reasons to Avoid Extraneous Graphics in e-Learning
Evidence for Omitting Extraneous Graphics
Coherence Principle 3: 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
@FCTX:8. Applying the Personalization Principle: Use Conversational Style and Virtual Coaches
@FCTX2:Personalization Principle 1: 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 2: Use Effective On-Screen Coaches to Promote Learning
Personalization Principle 3: Make the Author Visible to Promote Learning
Psychological Reasons for Using a Visible Author
Evidence for the Visible Author
What We Don?t Know About Personalization
@FCTX:9. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts
@FCTX2:Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments
Psychological Reasons for the Segmenting Principle
Evidence for Breaking a Continuous Lesson into Bite-Size Chunks
Pretraining Principle: Ensure that Learners Know the Names and Characteristics of Key Concepts
Psychological Reasons for the Pretraining Principle
Evidence for Providing Pretraining in Key Concepts
What We Don?t Know About Segmenting and Pretraining
@FCTX:10. Leveraging Examples in e-Learning
@FCTX2:Worked Examples: Fuel for Learning
How Worked Examples Work
How to Leverage Worked Examples: Overview
Worked Example Principle 1: Transition from Worked Examples to Problems via Fading
Worked Example Principle 2: Promote Self-Explanations of Worked-Out Steps
Worked Examples Principle 3: Supplement Worked Examples with Explanations
Worked Examples Principle 4: Apply the Multimedia Principles to Examples
Worked Examples Principle 5: Support Learning Transfer
Design Guidelines for Near-Transfer Learning
Design Guidelines for Far-Transfer Learning
What We Don?t Know About Worked Examples
@FCTX:11. Does Practice Make Perfect?
@FCTX2:What Is Practice in e-Learning?
The Paradox of Practice
How to Leverage Practice: Overview
Practice Principle 1: Mirror the Job
Practice Principle 2: Provide Explanatory Feedback
Practice Principle 3: Adapt Amount and Placement of Practice to Job Performance Requirements
Practice Principle 4: Apply the Multimedia Principles
Practice Principle 5: Transition from Examples to Practice Gradually
What We Don?t Know About Practice
@FCTX:12. Learning Together Virtually
@FCTX2:What Is Computer-Supported Collaborative Learning (CSCL)
Factors That Make a Difference: Overview
Is Problem-Solving Learning Better with CSCL or Solo?
Virtual vs. Face-to-Face Group Decisions
Software Representations to Support Collaborative Work
Group Roles and Assignments in CSCL
Team-Building Skills and CSCL Outcomes
Collaborative Structures and CSCL
Collaborative Group Structures
CSCL: The Bottom line
@FCTX:13. Who?s in Control? Guidelines for e-Learning Navigation
@FCTX2:Learner Control Versus Program Control
Do Learners Make Good Instructional Decisions?
Four Principles for Learner Control: Overview
Learner Control Principle 1: Give Experienced Learners Control
Learner Control Principle 2: Make Important Instructional Events the Default
Learner Control Principle 4: Give Pacing Control
Navigational Guidelines for Learner Control
What We Don?t Know About Learner Control
@FCTX:14. e-Learning to Build Thinking Skills
@FCTX2:What Are Thinking Skills?
Can Creativity Be Trained?
Building Critical-Thinking Skills in the Workforce: Overview
Thinking Skills Principle 1: Use Job-Specific Cases
Psychological Reasons for Job-Specific Training
Evidence for Job-Specific Problem-Solving Training
Thinking Skills Principle 2: Make Thinking Processes Explicit
Thinking Skills Principle 3: Define Job-specific Problem-Solving Processes
Teaching Thinking Skills: The Bottom Line
What We Don?t Know About Teaching Thinking Skills
@FCTX:15. Simulations and Games in e-Learning
@FCTX2:The Case for Simulations and Games
Do Simulations and Games Teach?
Balancing Motivation and Learning
Games and Simulations Principle 1: Match Game Types to Learning Goals
Games and Simulations Principle 2: Make Learning Essential to Progress
Features that Lead to Learning
Games and Simulations Principle 3: Build in Guidance
Games and Simulations Principle 4: Promote Reflection on Correct Responses
Games and Simulations Principle 5: Manage Complexity
What We Don?t Know About Simulations and Games
@FCTX:16. Applying the Guidelines
@FCTX2:Applying Our Guidelines to Evaluate e-Courseware
e-Lesson Reviews
Asynchronous Samples One and Two: Design of Databases
Synchronous Sample Three: Constructing Formulas in Excel
Asynchronous Sample Four: Simulation Course for Commercial Bank Loan Analysis
The Next Generation of e-Learning
In Conclusion
@SA:
@FCTX2:References
Glossary
Index
About the Authors
How to Use the CD-ROM

Library of Congress Subject Headings for this publication:

Business education -- Computer-assisted instruction.