E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Hoboken, New Jersey
Wiley
[2024]
|
| Ausgabe: | Fifth edition |
| Schlagwörter: | |
| Links: | https://ebookcentral.proquest.com/lib/th-deggendorf/detail.action?docID=30999453 https://ebookcentral.proquest.com/lib/uniregensburg-ebooks/detail.action?docID=30999453 |
| Umfang: | 1 Online-Ressource (xix, 488 Seiten) |
| ISBN: | 9781394177394 |
Internformat
MARC
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| 245 | 1 | 0 | |a E-Learning and the science of instruction |b proven guidelines for consumers and designers of multimedia learning |c Ruth Colvin Clark, Richard E. Mayer |
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| 505 | 8 | |a Cover Page -- Title Page -- Copyright Page -- Contents -- Preface -- Part 1 Foundations of e-Learning and the Science of Instruction -- Chapter 1 e-Learning: Promise and Pitfalls -- What Is e-Learning? -- Synchronous and Asynchronous e-Learning -- Six e-Learning Formats -- The Evolution of e-Learning for Training -- Is e-Learning Better? -- The Promise of e-Learning -- Promise 1: Rich Multimedia -- Promise 2: Customization -- Promise 3: Engagement and Feedback -- Promise 4: Acceleration of Expertise Through Scenarios -- Promise 5: Collaborative Learning -- The Pitfalls of e-Learning | |
| 505 | 8 | |a Pitfall 1: Too Much of a Good Thing -- Pitfall 2: Not Enough of a Good Thing -- Pitfall 3: Misplaced Training -- Pitfall 4: Technology Fads -- e-Learning Architectures -- Twenty Years Later -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 2 How People Learn from e-Courses -- How Do People Learn? -- Taking a Learner-Centered Approach to Learning with Technology -- What Is Learning and Instruction? -- Three Metaphors for Learning -- Principles and Processes of Learning -- Guiding the Learner's Cognitive Processing During Learning -- Selecting Information | |
| 505 | 8 | |a Organizing Information -- Integrating Information -- Core Goals for Instructional Design in e-Learning -- Minimize Extraneous Processing -- Manage Essential Processing -- Foster Generative Processing -- How e-Lessons Affect Learning -- Methods for Helping Learners Focus on Important Information During e-Learning -- Methods for Helping Learners Cope with Limited Capacity in Working Memory -- Methods for Helping Learners Make Sense of the Presented Material -- Methods for Helping Learners Develop Positive Feelings and Social Connections | |
| 505 | 8 | |a Methods for Helping Learners Prepare for Retrieval and Transfer -- Summary of Learning Processes -- What We Don't Know About Learning -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 3 Evidence-Based Practice -- What Is Evidence-Based Practice? -- Rationale for Evidence-Based Practice -- Three Approaches to Research on Instructional Effectiveness -- What to Look for in Experimental Comparisons -- Random Assignment -- Experimental Control -- Appropriate Measures -- Supplemental Criteria -- What Are Boundary Conditions? -- What Is a Meta-Analysis? | |
| 505 | 8 | |a Limits of Experimental Research -- Where Can You Find Relevant Research? -- The Evolution of Evidence-Based Practice -- What We Don't Know About Evidence-Based Practice -- Chapter Reflection -- Coming Next -- Suggested Readings -- Part 2 How to Leverage Visuals and Words in e-Learning -- Chapter 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 -- Why Use Words and Graphics? -- Select Graphics that Support Learning -- Some Ways to Use Graphics to Promote Learning | |
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Datensatz im Suchindex
| _version_ | 1818991653681102848 |
|---|---|
| any_adam_object | |
| author | Clark, Ruth Colvin Mayer, Richard E. 1947- |
| author_GND | (DE-588)1031501142 (DE-588)109529537 |
| author_facet | Clark, Ruth Colvin Mayer, Richard E. 1947- |
| author_role | aut aut |
| author_sort | Clark, Ruth Colvin |
| author_variant | r c c rc rcc r e m re rem |
| building | Verbundindex |
| bvnumber | BV049493998 |
| classification_rvk | AL 40450 DP 1960 DP 2600 DW 4000 |
| collection | ZDB-30-PQE |
| contents | Cover Page -- Title Page -- Copyright Page -- Contents -- Preface -- Part 1 Foundations of e-Learning and the Science of Instruction -- Chapter 1 e-Learning: Promise and Pitfalls -- What Is e-Learning? -- Synchronous and Asynchronous e-Learning -- Six e-Learning Formats -- The Evolution of e-Learning for Training -- Is e-Learning Better? -- The Promise of e-Learning -- Promise 1: Rich Multimedia -- Promise 2: Customization -- Promise 3: Engagement and Feedback -- Promise 4: Acceleration of Expertise Through Scenarios -- Promise 5: Collaborative Learning -- The Pitfalls of e-Learning Pitfall 1: Too Much of a Good Thing -- Pitfall 2: Not Enough of a Good Thing -- Pitfall 3: Misplaced Training -- Pitfall 4: Technology Fads -- e-Learning Architectures -- Twenty Years Later -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 2 How People Learn from e-Courses -- How Do People Learn? -- Taking a Learner-Centered Approach to Learning with Technology -- What Is Learning and Instruction? -- Three Metaphors for Learning -- Principles and Processes of Learning -- Guiding the Learner's Cognitive Processing During Learning -- Selecting Information Organizing Information -- Integrating Information -- Core Goals for Instructional Design in e-Learning -- Minimize Extraneous Processing -- Manage Essential Processing -- Foster Generative Processing -- How e-Lessons Affect Learning -- Methods for Helping Learners Focus on Important Information During e-Learning -- Methods for Helping Learners Cope with Limited Capacity in Working Memory -- Methods for Helping Learners Make Sense of the Presented Material -- Methods for Helping Learners Develop Positive Feelings and Social Connections Methods for Helping Learners Prepare for Retrieval and Transfer -- Summary of Learning Processes -- What We Don't Know About Learning -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 3 Evidence-Based Practice -- What Is Evidence-Based Practice? -- Rationale for Evidence-Based Practice -- Three Approaches to Research on Instructional Effectiveness -- What to Look for in Experimental Comparisons -- Random Assignment -- Experimental Control -- Appropriate Measures -- Supplemental Criteria -- What Are Boundary Conditions? -- What Is a Meta-Analysis? Limits of Experimental Research -- Where Can You Find Relevant Research? -- The Evolution of Evidence-Based Practice -- What We Don't Know About Evidence-Based Practice -- Chapter Reflection -- Coming Next -- Suggested Readings -- Part 2 How to Leverage Visuals and Words in e-Learning -- Chapter 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 -- Why Use Words and Graphics? -- Select Graphics that Support Learning -- Some Ways to Use Graphics to Promote Learning |
| ctrlnum | (OCoLC)1418709146 (DE-599)BVBBV049493998 |
| discipline | Allgemeines Pädagogik |
| edition | Fifth edition |
| format | Electronic eBook |
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| id | DE-604.BV049493998 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T20:13:41Z |
| institution | BVB |
| isbn | 9781394177394 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034839270 |
| oclc_num | 1418709146 |
| open_access_boolean | |
| owner | DE-1050 DE-355 DE-BY-UBR |
| owner_facet | DE-1050 DE-355 DE-BY-UBR |
| physical | 1 Online-Ressource (xix, 488 Seiten) |
| psigel | ZDB-30-PQE ZDB-30-PQE FHD01_PQE_Kauf ZDB-30-PQE UBR Einzelkauf 2024 |
| publishDate | 2024 |
| publishDateSearch | 2024 |
| publishDateSort | 2024 |
| publisher | Wiley |
| record_format | marc |
| spelling | Clark, Ruth Colvin Verfasser (DE-588)1031501142 aut E-Learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark, Richard E. Mayer Fifth edition Hoboken, New Jersey Wiley [2024] 1 Online-Ressource (xix, 488 Seiten) txt rdacontent c rdamedia cr rdacarrier Cover Page -- Title Page -- Copyright Page -- Contents -- Preface -- Part 1 Foundations of e-Learning and the Science of Instruction -- Chapter 1 e-Learning: Promise and Pitfalls -- What Is e-Learning? -- Synchronous and Asynchronous e-Learning -- Six e-Learning Formats -- The Evolution of e-Learning for Training -- Is e-Learning Better? -- The Promise of e-Learning -- Promise 1: Rich Multimedia -- Promise 2: Customization -- Promise 3: Engagement and Feedback -- Promise 4: Acceleration of Expertise Through Scenarios -- Promise 5: Collaborative Learning -- The Pitfalls of e-Learning Pitfall 1: Too Much of a Good Thing -- Pitfall 2: Not Enough of a Good Thing -- Pitfall 3: Misplaced Training -- Pitfall 4: Technology Fads -- e-Learning Architectures -- Twenty Years Later -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 2 How People Learn from e-Courses -- How Do People Learn? -- Taking a Learner-Centered Approach to Learning with Technology -- What Is Learning and Instruction? -- Three Metaphors for Learning -- Principles and Processes of Learning -- Guiding the Learner's Cognitive Processing During Learning -- Selecting Information Organizing Information -- Integrating Information -- Core Goals for Instructional Design in e-Learning -- Minimize Extraneous Processing -- Manage Essential Processing -- Foster Generative Processing -- How e-Lessons Affect Learning -- Methods for Helping Learners Focus on Important Information During e-Learning -- Methods for Helping Learners Cope with Limited Capacity in Working Memory -- Methods for Helping Learners Make Sense of the Presented Material -- Methods for Helping Learners Develop Positive Feelings and Social Connections Methods for Helping Learners Prepare for Retrieval and Transfer -- Summary of Learning Processes -- What We Don't Know About Learning -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 3 Evidence-Based Practice -- What Is Evidence-Based Practice? -- Rationale for Evidence-Based Practice -- Three Approaches to Research on Instructional Effectiveness -- What to Look for in Experimental Comparisons -- Random Assignment -- Experimental Control -- Appropriate Measures -- Supplemental Criteria -- What Are Boundary Conditions? -- What Is a Meta-Analysis? Limits of Experimental Research -- Where Can You Find Relevant Research? -- The Evolution of Evidence-Based Practice -- What We Don't Know About Evidence-Based Practice -- Chapter Reflection -- Coming Next -- Suggested Readings -- Part 2 How to Leverage Visuals and Words in e-Learning -- Chapter 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 -- Why Use Words and Graphics? -- Select Graphics that Support Learning -- Some Ways to Use Graphics to Promote Learning Berufliche Fortbildung (DE-588)4005910-8 gnd rswk-swf Gestaltung (DE-588)4157139-3 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Mediendidaktik (DE-588)4123731-6 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf Computerunterstütztes Lernen (DE-588)4225938-1 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Unterricht (DE-588)4062005-0 s Computerunterstütztes Lernen (DE-588)4225938-1 s E-Learning (DE-588)4727098-6 s Mediendidaktik (DE-588)4123731-6 s DE-604 Gestaltung (DE-588)4157139-3 s Berufliche Fortbildung (DE-588)4005910-8 s Computerunterstützter Unterricht (DE-588)4070087-2 s Mayer, Richard E. 1947- Verfasser (DE-588)109529537 aut Erscheint auch als Online-Ausgabe, ePub 9781394177387 Erscheint auch als Druck-Ausgabe, Cloth 9781394177370 |
| spellingShingle | Clark, Ruth Colvin Mayer, Richard E. 1947- E-Learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Cover Page -- Title Page -- Copyright Page -- Contents -- Preface -- Part 1 Foundations of e-Learning and the Science of Instruction -- Chapter 1 e-Learning: Promise and Pitfalls -- What Is e-Learning? -- Synchronous and Asynchronous e-Learning -- Six e-Learning Formats -- The Evolution of e-Learning for Training -- Is e-Learning Better? -- The Promise of e-Learning -- Promise 1: Rich Multimedia -- Promise 2: Customization -- Promise 3: Engagement and Feedback -- Promise 4: Acceleration of Expertise Through Scenarios -- Promise 5: Collaborative Learning -- The Pitfalls of e-Learning Pitfall 1: Too Much of a Good Thing -- Pitfall 2: Not Enough of a Good Thing -- Pitfall 3: Misplaced Training -- Pitfall 4: Technology Fads -- e-Learning Architectures -- Twenty Years Later -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 2 How People Learn from e-Courses -- How Do People Learn? -- Taking a Learner-Centered Approach to Learning with Technology -- What Is Learning and Instruction? -- Three Metaphors for Learning -- Principles and Processes of Learning -- Guiding the Learner's Cognitive Processing During Learning -- Selecting Information Organizing Information -- Integrating Information -- Core Goals for Instructional Design in e-Learning -- Minimize Extraneous Processing -- Manage Essential Processing -- Foster Generative Processing -- How e-Lessons Affect Learning -- Methods for Helping Learners Focus on Important Information During e-Learning -- Methods for Helping Learners Cope with Limited Capacity in Working Memory -- Methods for Helping Learners Make Sense of the Presented Material -- Methods for Helping Learners Develop Positive Feelings and Social Connections Methods for Helping Learners Prepare for Retrieval and Transfer -- Summary of Learning Processes -- What We Don't Know About Learning -- Chapter Reflection -- Coming Next -- Suggested Readings -- Chapter 3 Evidence-Based Practice -- What Is Evidence-Based Practice? -- Rationale for Evidence-Based Practice -- Three Approaches to Research on Instructional Effectiveness -- What to Look for in Experimental Comparisons -- Random Assignment -- Experimental Control -- Appropriate Measures -- Supplemental Criteria -- What Are Boundary Conditions? -- What Is a Meta-Analysis? Limits of Experimental Research -- Where Can You Find Relevant Research? -- The Evolution of Evidence-Based Practice -- What We Don't Know About Evidence-Based Practice -- Chapter Reflection -- Coming Next -- Suggested Readings -- Part 2 How to Leverage Visuals and Words in e-Learning -- Chapter 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 -- Why Use Words and Graphics? -- Select Graphics that Support Learning -- Some Ways to Use Graphics to Promote Learning Berufliche Fortbildung (DE-588)4005910-8 gnd Gestaltung (DE-588)4157139-3 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Mediendidaktik (DE-588)4123731-6 gnd E-Learning (DE-588)4727098-6 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4005910-8 (DE-588)4157139-3 (DE-588)4070087-2 (DE-588)4123731-6 (DE-588)4727098-6 (DE-588)4225938-1 (DE-588)4062005-0 |
| title | E-Learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_auth | E-Learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_exact_search | E-Learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_full | E-Learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark, Richard E. Mayer |
| title_fullStr | E-Learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark, Richard E. Mayer |
| title_full_unstemmed | E-Learning and the science of instruction proven guidelines for consumers and designers of multimedia learning Ruth Colvin Clark, Richard E. Mayer |
| title_short | E-Learning and the science of instruction |
| title_sort | e learning and the science of instruction proven guidelines for consumers and designers of multimedia learning |
| title_sub | proven guidelines for consumers and designers of multimedia learning |
| topic | Berufliche Fortbildung (DE-588)4005910-8 gnd Gestaltung (DE-588)4157139-3 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Mediendidaktik (DE-588)4123731-6 gnd E-Learning (DE-588)4727098-6 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Berufliche Fortbildung Gestaltung Computerunterstützter Unterricht Mediendidaktik E-Learning Computerunterstütztes Lernen Unterricht |
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