E-Learning and the Science of Instruction : (Record no. 107025)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 11129nam a22004933i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC4418752 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729130327.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2016 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781119158684 |
| Qualifying information | (electronic bk.) |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC4418752 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL4418752 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr11161515 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaONFJC)MIL898833 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)941696307 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | HF1106 -- .C55 2016eb |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 658.3/12402854678 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Clark, Ruth C. |
| 245 10 - TITLE STATEMENT | |
| Title | E-Learning and the Science of Instruction : |
| Remainder of title | Proven Guidelines for Consumers and Designers of Multimedia Learning. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 4th ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | John Wiley & Sons, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2016. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2016. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (519 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- About This Book -- Title page -- Copyright -- Dedication -- Acknowledgments -- Introduction -- Chapter 1 e-Learning -- Chapter Summary -- What Is e-Learning? -- Is e-Learning Better? -- The Promises 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 -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 2 How Do People Learn from e-Courses? -- Chapter Summary -- How Do People Learn? -- Managing Limited Cognitive Resources During Learning -- How e-Lessons Affect Human Learning -- What We Don't Know About Learning -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 3 Evidence-Based Practice -- Chapter Summary -- What Is Evidence-Based Practice? -- Three Approaches to Research on Instructional Effectiveness -- What to Look for in Experimental Comparisons -- How to Interpret Research Statistics -- How Can You Identify Relevant Research? -- Boundary Conditions in Experimental Comparisons -- Practical Versus Theoretical Research -- What We Don't Know About Evidence-Based Practice -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 4 Applying the Multimedia Principle -- Chapter Summary -- 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 -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 5 Applying the Contiguity Principle -- Chapter Summary -- Principle 1: Place Printed Words Near Corresponding Graphics. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Psychological Reasons for Contiguity Principle 1 -- Evidence for Contiguity Principle 1 -- Principle 2: Synchronize Spoken Words with Corresponding Graphics -- Psychological Reasons for Contiguity Principle 2 -- Evidence for Contiguity Principle 2 -- What We Don't Know About Contiguity -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 6 Applying the Modality Principle -- Chapter Summary -- 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 -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 7 Applying the Redundancy Principle -- Chapter Summary -- Principle 1: Do Not Add On-Screen Text to Narrated Graphics -- Psychological Reasons for the Redundancy Principle -- Evidence for Omitting Redundant On-Screen Text -- 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 -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 8 Applying the Coherence Principle -- Chapter Summary -- Principle 1: 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 -- 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. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Evidence for Using Simpler Visuals -- Can Interesting Graphics Ever Be Helpful? -- Principle 3: Avoid e-Lessons with Extraneous Audio -- Psychological Reasons to Avoid Extraneous Audio in e-Learning -- Evidence for Omitting Extraneous Audio -- What We Don't Know About Coherence -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 9 Applying the Personalization and Embodiment Principles -- Chapter Summary -- Personalization Principle: Use Conversational Rather Than Formal Style, Polite Wording Rather Than Direct Wording, and Human Voice Rather Than Machine Voice -- Psychological Reasons for the Personalization Principle -- Promote Personalization Through Conversational Style -- Promote Personalization Through Polite Speech -- Promote Personalization Through Voice Quality -- Embodiment Principle: Use Effective On-Screen Coaches to Promote Learning -- Implications for e-Learning -- What We Don't Know About Personalization and Embodiment -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 10 Applying the Segmenting and Pretraining Principles -- Chapter Summary -- 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 -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 11 Engagement in e-Learning -- Chapter Summary -- What Is Engagement? -- When Behavioral Engagement Impedes Learning -- Engagement That Leads to Generative Processing -- A New View of Engagement -- What We Don't Know About Engagement. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 12 Leveraging Examples in e-Learning -- Chapter Summary -- What Are Worked Examples? -- The Psychology of Worked Examples -- Evidence for the Benefits of Worked Examples -- Principles to Optimize Benefits of Worked Examples -- Principle 1: Provide Worked Examples in Lieu of Problem Assignments When the Essential Load of the Lesson Is High -- Principle 2: Fade from Worked Examples to Problems -- Principle 3: Promote Self-Explanations -- Principle 4: Include Instructional Explanations of Worked Examples in Some Situations -- Principle 5: Apply Multimedia Principles to Examples -- Principle 6: Support Far Transfer -- What We Don't Know About Worked Examples -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 13 Does Practice Make Perfect? -- Chapter Summary -- What Is Practice in e-Learning? -- Is Practice a Good Investment? -- Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the Objective -- Principle 2: Mirror the Job -- Principle 3: Provide Effective Feedback -- Principle 4: Distribute and Mix Practice Among Learning Events -- Principle 5: Apply Multimedia Principles -- What We Don't Know About Practice -- Coming Next -- Suggested Readings -- Chapter 14 Learning Together Virtually -- Chapter Summary -- What Is Collaborative Learning? -- What Is Computer-Supported Collaborative Learning (CSCL)? -- Principle 1: Consider Collaborative Assignments for Challenging Tasks -- Principle 2: Optimize Group Size, Composition, and Interdependence -- Principle 3: Match Synchronous and Asynchronous Assignments to the Collaborative Goal -- Principle 4: Use Collaborative Tool Features That Optimize Team Processes and Products -- Principle 5: Maximize Social Presence in Online Collaborative Environments. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Principle 6: Use Structured Collaboration Processes to Optimize Team Outcomes -- What We Don't Know About Collaborative Learning -- Coming Next -- Suggested Readings -- Chapter 15 Who's in Control? -- Chapter Summary -- Learner Control Versus Program Control -- Do Learners Make Good Instructional Decisions? -- Principle 1: Give Experienced Learners Control -- Principle 2: Make Important Instructional Events the Default -- Principle 3: Consider Alternative Forms of Learner Control -- Principle 4: Give Pacing Control to All Learners -- Principle 5: Offer Navigational Support in Hypermedia Environments -- The Bottom Line -- What We Don't Know About Learner Control -- Coming Next -- Suggested Readings -- Chapter 16 e-Learning to Build Thinking Skills -- Chapter Summary -- What Are Thinking Skills? -- Can Thinking Skills Be Trained? -- Principle 1: Focus on Explicit Teaching of Job-Relevant Thinking Skills -- Principle 2: Design Lessons Around Authentic Work Tasks or Problems -- Evidence for Problem-Focused Instruction -- Principle 3: Define Job-Specific Thinking Processes -- What We Don't Know About Teaching Thinking Skills -- Coming Next -- Chapter 17 Learning with Computer Games -- Chapter Summary -- Do Games Have a Place in the Serious Business of Training? -- Which Features Improve a Game's Effectiveness? -- Does Game Playing Improve Cognitive Skills? -- Are Games More Effective Than Conventional Media? -- What We Don't Know About Learning with Computer Games -- Coming Next -- Suggested Readings -- Chapter 18 Applying the Guidelines -- Chapter Summary -- Applying the Evidence-Based Guidelines to e-Courses -- e-Lesson Guidelines Checklist -- Review of Sample 1: Excel for Small Business -- Review of Sample 2: Synchronous Excel Lesson -- Review of Sample 3: Automotive Troubleshooting Simulation -- Reflections on Past Predictions. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Beyond 2016 in Multimedia Research. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Business education--Computer-assisted instruction. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Mayer, Richard E. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Clark, Ruth C. |
| Title | E-Learning and the Science of Instruction |
| Place, publisher, and date of publication | Newark : John Wiley & Sons, Incorporated,c2016 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4418752">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4418752</a> |
| Public note | Click to View |
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