"If you design online learning, e-Learning and the Science of
Instruction is a ''must read.'' Unlike all the pontificating and
conjecture that''s been published about elearning, this important
work details the evidence-based findings that provide practical
guidelines for effective online instructional design. For me, this
book is the ''bible'' of our profession."—Peter Orton, Ph.D., IBM
Center for Advanced Learning
"The partnership between Ruth Clark and Richard Mayer in writing
successive editions of e-Learning and the Science of Instruction
has provided us with one of the most important collaborations in
our discipline. Their ability to communicate complex concepts in
clear, indeed sparkling prose is unrivalled. In e-Learning and the
Science of Instruction, we have a book for everyone including
students, professional instructional designers and
researchers."—John Sweller, professor, School of Education,
University of New South Wales
"For the experienced instructional designer, having this
supportive research provides the rationale needed to obtain
consensus from a training development team." —David L. Bennett,
senior training program developer, Northrop Grumman
Shipbuilding
"Graduate students, undergraduate students, or employees
responsible for designing and developing educational software will
benefit from e-Learning and the Science of Instruction. It opens
your eyes to interesting ideas that you have never thought of when
designing an e-course."—Thair Hamtini, chairman of the computer
information systems department, The University of Jordan
關於作者：
Ruth Colvin Clark has worked for more than thirty years with
instructional professionals assigned to design, develop, and select
effective training for classroom or computer delivery. She is
widely published in the areas of training, development, and
performance improvement.
Richard E. Mayer is professor of psychology at the University of
California, Santa Barbara. He is an internationally-recognized
expert in the application of learning psychology to design of
instruction in multimedia learning environments, as well as the
author of Multimedia Learning and the editor of the Cambridge
Handbook of Multimedia Learning.
目錄：
Acknowledgments xvii
Introduction
1. e-Learning: Promise and Pitfalls
What Is e-Learning?
Is e-Learning Better?
The Promise of e-Learning
The Pitfalls of e-Learning
Inform and Perform e-Learning Goals
e-Learning Architectures
What Is Effective e-Courseware?
Learning in e-Learning
2. How Do People Learn from e-Courses?
How Do People Learn?
How e-Lessons Affect Human Learning
What We Don’t Know About Learning
3. Evidence-Based Practice
What Is Evidence-Based Practice?
Three Approaches to Research on Instructional Effectiveness
What to Look for in Experimental Comparisons
How to Interpret No Effect in Experimental Comparisons
How to Interpret Research Statistics
How Can You Identify Relevant Research?
What We Don’t Know About Evidence-Based Practice
4. Applying the Multimedia Principle: Use Words and Graphics Rather
Than Words Alone
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
5. Applying the Contiguity Principle: Align Words to Corresponding
Graphics
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 Contiguity
6. 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
7. Applying the Redundancy Principle: Explain Visuals with Words in
Audio OR Text: Not Both
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 the Redundancy
Principle
Evidence for Including Redundant On-Screen Text
What We Don’t Know About Redundancy
8. Applying the Coherence Principle: Adding Material Can Hurt
Learning
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 Added for Interest
Evidence for Using Simpler Visuals
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
9. Applying the Personalization Principle: Use Conversational Style
and Virtual Coaches
Personalization Principle 1: Use Conversational 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
10. Applying the Segmenting and Pretraining Principles: Managing
Complexity by Breaking a Lesson into Parts
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
Segments
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
11. Leveraging Examples in e-Learning
What Are Worked Examples?
The Psychology of Worked Examples
Evidence for the Benefi ts of Worked Examples
Worked Example Principle 1: Fade from Worked Examples to
Problems
Worked Example Principle 2: Promote Self-Explanations
Worked Example Principle 3: Include Instructional Explanations of
Worked Examples in Some Situations
Worked Example Principle 4: Apply Multimedia Principles to
Examples
Worked Example Principle 5: Support Learning Transfer
Design Guidelines for Far Transfer Worked Examples
What We Don’t Know About Worked Examples
12. Does Practice Make Perfect?
What Is Practice in e-Learning?
The Paradox of Practice
Practice Principle 1: Add Suffi cient Practice Interactions to
e-Learning to Achieve the Objective
Practice Principle 2: Mirror the Job
Practice Principle 3: Provide Effective Feedback
Practice Principle 4: Distribute and Mix Practice Among Learning
Events
Practice Principle 5: Apply Multimedia Principles
Practice Principle 6: Transition from Examples to Practice
Gradually
What We Don’t Know About Practice
13. Learning Together Virtually
What Is Collaborative Learning?
What Is Computer-Supported Collaborative Learning CSCL?
Some Generalizations About Collaboration
CSCL Research Summaries
Structured Controversy
CSCL: The Bottom Line
What We Don’t Know About CSCL
14. Who’s in Control? Guidelines for e-Learning Navigation
Learner Control Versus Program Control
Do Learners Make Good Instructional Decisions?
Learner Control Principle 1: Give Experienced Learners
Control
Learner Control Principle 2: Make Important Instructional Events
the Default
Learner Control Principle 3: Consider Adaptive Control
Learner Control Principle 4: Give Pacing Control
Learner Control Principle 5: Offer Navigational Support in
Hypermedia Environments
What We Don’t Know About Learner Control
15. e-Learning to Build Thinking Skills
Three Types of Thinking Skills
Can Thinking Skills Be Trained?
Thinking Skills Principle 1: Focus on Job-Specific Cognitive and
Metacognitive Skills
Thinking Skills Principle 2: Consider a Whole-Task Course
Design
Evidence for Whole-Task Instruction
Thinking Skills Principle 3: Make Thinking Processes Explicit
Thinking Skills Principle 4: Defi ne Job-Specifi c Thinking
Processes
Teaching Thinking Skills: The Bottom Line
What We Don’t Know About Teaching Thinking Skills
16. Simulations and Games in e-Learning
The Case for Simulations and Games
What Are Simulations and Games?
Do Games and Simulations Teach?
Games and Simulations Principle 1: Match Game Types to Learning
Goals
Games and Simulations Principle 2: Make Learning Essential to Game
Progress
Games and Simulations Principle 3: Build in Proven Instructional
Strategies
Games and Simulations Principle 4: Build in Guidance and
Structure
Games and Simulations Principle 5: Manage Complexity
Games and Simulations Principle 6: Make Relevance Salient
What We Don’t Know About Games and Simulations
17. Applying the Guidelines
Applying Evidence-Based Guidelines to e-Courses
e-Lesson Reviews
Review of Sample 1: Asynchronous e-Lesson on Excel for Small
Business
Review of Sample 2: Synchronous e-Lesson on Excel
Review of Sample 3: Automotive Troubleshooting Simulation
Reflections on Past Predictions
Beyond 2011
In Conclusion
References
Glossary
List of Tables and Figures
Name Index
Subject Index
About the Authors
Pfeiffer Publications Guide
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