Thursday, April 16, 2015

E-Learning and The Science of Instruction






E-Learning and The Science of Instruction
Buku ini diterbitkan tahun 2008  Oleh  John Wiley & Sons, Inc. adalah buku edisi  Pertama.



Judul:  E-Learning and The Science of Instruction
Oleh:  Ruth Colvin Clark, et al
Penerbit:   John Wiley & Sons, Inc.
Tahun: 2008
Jumlah Halaman:  497 hal.

Penulis:

RUTH Colvin CLARK adalah spesialis diakui dalam desain instruksional dan pelatihan teknis. Dia meraih gelar doktor dalam psikologi pendidikan dan Teknologi instruksional dari University of Southern California. Sebelum pendiri Clark Training & Consulting, ia menjabat sebagai manajer pelatihan di Southern California Edison. Dr Clark adalah mantan presiden International Masyarakat untuk Peningkatan Kinerja dan dihormati pada tahun 2006 dengan Thomas F. Gilbert Award untuk Distinguished Achievement Profesional. Dr Clark telah menulis enam buku yang menerjemahkan penelitian instruksional ke pedoman bagi para praktisi, termasuk yang terbaik-menjual e-Learning and Science Instruction and Skill Building , yang keduanya menganugerahkan Penghargaan Komunikasi Terbaik dari ISPI. Dia tinggal di Arizona dan Colorado.

RICHARD E. Mayer adalah seorang profesor psikologi di Universitas California, Santa Barbara. Minat penelitiannya dalam menerapkan ilmu yang mempelajari pendidikan, dengan fokus pada pembelajaran multimedia. Dia punya menjabat sebagai presiden Divisi 15 (Psikologi Pendidikan) dari Amerika
Psychological Association dan wakil presiden Divisi C (Belajar dan Instruksi) dari American Educational Research Association. Dia adalah pemenang Thorndike Award untuk pencapaian karir di bidang pendidikan psikologi dan Kontribusi Distinguished Aplikasi Psikologi Pendidikan dan Pelatihan Award, dan berada di peringkat nomor satu sebagai psikolog pendidikan paling produktif di dunia di Kontemporer Psikologi Pendidikan. Dia melayani di dewan redaksi empat belas jurnal, terutama dalam psikologi pendidikan. Dia adalah penulis atau editor lebih dari empat ratus publikasi, termasuk dua puluh lima buku, termasuk Handbook of Research Learning and Instruction (editor, with P. Alexander, 2011), Application of Learning Sciences (2010), Multimedia Learning (2nd ed.) (2009), Learning and Instruction (2nd ed.) (2008), and The Cambridge Handbook of Multimedia Learning (2005). Dia tinggal di Goleta, California.

Lingkup Pembahasan:

Buku ini terdiri atas 16 Bab. Bab 1 dan 2 meletakkan dasar untuk buku dengan defining e-learning dan menggambarkan bagaimana metode yang digunakan dalam e-learning dapat mempromosikan atau mengalahkan proses pembelajaran. Bab 3 sampai 9 merangkum prinsip-prinsip multimedia yang dikembangkan oleh lebih dari dua puluh lima tahun penelitian oleh Richard Mayer di University of California. Dalam bab ini, Anda akan membaca pedoman, bukti, dan contoh cara terbaik untuk menggunakan visual, teks, dan audio, seperti baik segmentasi sebagai konten dan sequencing dalam e-learning.
Bab 10 sampai 14 fokus pada pedoman yang berkaitan dengan metode pembelajaran yang penting dan pendekatan dalam e-learning, termasuk penggunaan contoh, praktek dan umpan balik, kolaborasi fasilitas, alat navigasi, dan teknik untuk membangun keterampilan berpikir kritis.
Bab 15 baru untuk edisi ini dan memperkenalkan penelitian dan isu-isu yang perlu dipertimbangkan dalam penggunaan permainan dan simulasi dalam e-learning.
Bab 16 mengintegrasikan semua pedoman buku ke dalam sebuah daftar yang komprehensif dan
menggambarkan bagaimana mereka berlaku dalam konser untuk contoh e-learning asynchronous dan synchronous. Lihat Pendahuluan untuk ringkasan apa yang tercakup dalam setiap bab.

Daftar Isi:




Acknowledgments xv
Introduction 1
1.     e-Learning: Promise and Pitfalls 7

        The e-Learning Bandwagon 8
        What Is e-Learning? 10
        Self-Study Versus Virtual Classroom e-Learning 11
        e-Learning Development Process 13
        Two Types of e-Learning Goals: Inform and Perform 17
        Is e-Learning Better? Media Comparison Research 19
        What Makes e-Learning Unique? 22
        e-Learning: The Pitfalls 24
        What Is Good e-Courseware? 25
        Learning in e-Learning 28
2.     How Do People Learn from e-Courses 31
        How Do People Learn? 33
        How Do e-Lessons Affect Human Learning? 37
        What Is Good Research? 42
        How Can You Identify Relevant Research? 45
        How Do You Interpret Research Statistics? 46
        What We Don’t Know About Learning 48
3.     Applying the Multimedia Principle: Use Words and Graphics Rather Than Words 
        Alone 53
        Do Visuals Make a Difference? 55
        Multimedia Principle: Include Both Words and Graphics 56
        Some Ways to Use Graphics to Promote Learning 60
        Psychological Reasons for the Multimedia Principle 65
        Evidence for Using Words and Pictures 66
        The Multimedia Principle Works Best for Novices 68
        Should You Change Static Illustrations into Animations? 69
        What We Don’t Know About Visuals 72
4.     Applying the Contiguity Principle: Align Words to Corresponding Graphics 77
        Contiguity Principle 1: Place Printed Words Near Corresponding Graphics 80
        Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics 86
        Psychological Reasons for the Contiguity Principle 89
        Evidence for Presenting Printed Words Near Corresponding Graphics 89
        Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics 93
        What We Don’t Know About Contiguity 93
5.     Applying the Modality Principle: Present Words as Audio Narration, Rather Than 
        On-Screen Text 99
        Modality Principle: Present Words as Speech Rather Than On-Screen Text 101
        Limitations to the Modality Principle 103
        Psychological Reasons for the Modality Principle 105
        Evidence for Using Spoken Rather Than Printed Text 107
        When the Modality Principle Applies 112
        What We Don’t Know About Modality 113
6.     Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text: Not 
        Both 117
        Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics 119
        Psychological Reasons for the Redundancy Principle 121
        Evidence for Omitting Redundant On-Screen Text 123
        Redundancy Principle 2: Consider Adding On-Screen Text to Narration in Special
              Situations 125
        Psychological Reasons for Exceptions to the Redundancy Principle 126
        Evidence for Including Redundant On-Screen Text 127
        What We Don’t Know About Redundancy 128
7.     Applying the Coherence Principle: Adding Interesting Material Can Hurt Learning 133
        Coherence Principle 1: Avoid e-Lessons with Extraneous Audio 135
        Psychological Reasons to Avoid Extraneous Audio in e-Learning 137
        Evidence for Omitting Extraneous Audio 138
        Coherence Principle 2: Avoid e-Lessons with Extraneous Graphics 140
        Psychological Reasons to Avoid Extraneous Graphics in e-Learning 142
        Evidence for Omitting Extraneous Graphics 143
        Coherence Principle 3: Avoid e-Lessons with Extraneous Words 145
        Psychological Reasons to Avoid Extraneous Words in e-Learning 148
        Evidence for Omitting Extraneous Words Added for Interest 148
        Evidence for Omitting Extraneous Words Added to Expand on Key Ideas 149
        Evidence for Omitting Extraneous Words Added for Technical Depth 150
        What We Don’t Know About Coherence 150
8.     Applying the Personalization Principle: Use Conversational Style and Virtual Coaches 157
        Personalization Principle 1: Use Conversational Rather Than Formal Style 160
        Psychological Reasons for the Personalization Principle 162
        Evidence for Using Conversational Style 163
        Promote Personalization Through Voice Quality 166
        Promote Personalization Through Polite Speech 166
        Personalization Principle 2: Use Effective On-Screen Coaches to Promote Learning 167
        Personalization Principle 3: Make the Author Visible to Promote Learning 173
        Psychological Reasons for Using a Visible Author 176
        Evidence for the Visible Author 177
        What We Don’t Know About Personalization 177
9.    Applying the Segmenting and Pretraining Principles:  Managing Complexity by Breaking  
        a Lesson into Parts 183
        Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments 185
        Psychological Reasons for the Segmenting Principle 189
        Evidence for Breaking a Continuous Lesson into Bite-Size Segments 190
        Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key
             Concepts 190
        Psychological Reasons for the Pretraining Principle 192
        Evidence for Providing Pretraining in Key Concepts 193
        What We Don’t Know About Segmenting and Pretraining 195
10.   Leveraging Examples in e-Learning 201
        Worked Examples Fuel for Learning 202
        How Worked Examples Work 204
        How to Leverage Worked Examples: Overview 206
        Worked Example Principle 1: Transition from Worked Examples to Problems via Fading 207
        Worked Example Principle 2: Promote Self-Explanations of Worked-Out Steps 209
        Worked Example Principle 3: Supplement Worked Examples with Explanations 212
        Worked Example Principle 4: Apply Multimedia Principles to Examples 213
        Worked Example Principle 5: Support Learning Transfer 217
        Design Guidelines for Near-Transfer Learning 218
        Design Guidelines for Far-Transfer Learning 219
        What We Don’t Know About Worked Examples 226
11.   Does Practice Make Perfect? 231
        What Is Practice in e-Learning? 233
        The Paradox of Practice 234
        How to Leverage Practice: Overview 236
        Practice Principle 1: Mirror the Job 236
        Practice Principle 2: Provide Explanatory Feedback 238
        Practice Principle 3: Adapt the Amount and Placement of Practice to Job Performance  
              Requirements 242
        Practice Principle 4: Apply Multimedia Principles 249
        Practice Principle 5: Transition from Examples to Practice  Gradually 251
        What We Don’t Know About Practice 251
12.   Learning Together Virtually 257
        What Is Computer-Supported Collaborative Learning (CSCL)? 259
        Factors That Make a Difference: Overview 264
        Is Problem-Solving Learning Better with CSCL or Solo? 269
        Virtual vs. Face-to-Face Group Decisions 270
        Software Representations to Support Collaborative Work 272
        Group Roles and Assignments in CSCL 274
        Team-Building Skills and CSCL Outcomes 276
        Collaborative Structures and CSCL Outcomes 278
        Collaborative Group Techniques 278
        CSCL: The Bottom Line 283
13.   Who’s in Control? Guidelines for e-Learning Navigation 289
        Learner Control Versus Program Control 292
        Do Learners Make Good Instructional Decisions? 295
        Four Principles for Learner Control: Overview 299
        Learner Control Principle 1: Give Experienced Learners Control 299
        Learner Control Principle 2: Make Important Instructional Events the Default 302
        Learner Control Principle 3: Consider Adaptive Control 303
        Learner Control Principle 4: Give Pacing Control 307
        Navigational Guidelines for Learner Control 307
        What We Don’t Know About Learner Control 311
14.   e-Learning to Build Thinking Skills 317
        What Are Thinking Skills? 320
        Can Creativity Be Trained? 321
        Building Critical Thinking Skills in the Workforce: Overview 323
        Thinking Skills Principle 1: Use Job–Specifi c Cases 324
        Psychological Reasons for Job-Specifi c Training 328
        Evidence for Job-Specifi c Problem-Solving Training 329
        Thinking Skills Principle 2: Make Thinking Processes Explicit 333
        Thinking Skills Principle 3: Defi ne Job-Specifi c Problem-Solving Processes 338
        Teaching Thinking Skills: The Bottom Line 339
        What We Don’t Know About Teaching Thinking Skills 340
15.   Simulations and Games in e-Learning 345
        The Case for Simulations and Games 347
        Do Simulations and Games Teach? 352
        Balancing Motivation and Learning 355
        Games and Simulations Principle 1: Match Game Types to Learning Goals 357
        Games and Simulations Principle 2: Make Learning Essential to Progress 358
        Features That Lead to Learning 359
        Games and Simulations Principle 3: Build in Guidance 361
        Games and Simulations Principle 4: Promote Refl ection on Correct Answers 366
        Games and Simulations Principle 5: Manage Complexity 367
        What We Don’t Know About Games and Simulations 374
16.   Applying the Guidelines 381
        Applying Our Guidelines to Evaluate e-Courseware 382
        e-Lesson Reviews 384
        Asynchronous Samples One and Two: Design of Databases 388
        Synchronous Sample Three: Constructing Formulas in Excel 393
        Asynchronous Sample Four: Simulation Course for Commercial Bank Loan Analysis 398
        The Next Generation of e-Learning 401
In Conclusion 403
References 405
Glossary 427
List of Tables and Figures 445
Name Index 455
Subject Index 459
About the Authors 473
How to Use the CD-ROM 475
Pfeiffer Publication Guide 477


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