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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