MARC Record from marc_nuls

LEADER: 07486cam 22003254a 4500
001 9922306950001661
005 20150423143209.0
008 020715s2003 caua b 001 0 eng
010 $a 2002028700
015 $aGBA2-V1084
020 $a0787960519
035 $a(CSdNU)u109061-01national_inst
035 $a(OCoLC)50251993
035 $a(Sirsi) 01-AAP-2280
040 $aDLC$cDLC$dUKM$dC#P$dOrPss
042 $apcc
049 $aCNUM
050 00 $aHF1106$b.C55 2003
100 1 $aClark, Ruth Colvin.
245 10 $aE-Learning and the science of instruction :$bproven guidelines for consumers and designers of multimedia learning /$cRuth Colvin Clark and Richard E. Mayer.
260 $aSan Francisco, CA :$bJossey-Bass Publishers,$cc2003.
300 $axiv, 322 p. :$bill. ;$c25 cm.
504 $aIncludes bibliographical references (p. 295-307) and index.
505 0 $ae-Learning: Promise and Pitfalls -- The e-Learning Bandwagon -- What Is e-Learning? -- e-Learning Development Process -- Two Types of e-Learning Goals: Inform and Perform -- Is e-Learning Better? Media Comparison Research -- What Makes e-Learning Unique -- e-Learning: The Pitfalls -- What Is Good e-Courseware? -- Three Types of e-Learning -- e-Learning to Support Human Learning Processes -- How People Learn from E-Courses -- How Do People Learn? -- How e-Lessons Affect Human Learning -- What Is Good Research? -- Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone -- Multimedia Principle: Include Both Words and Graphics -- Psychological Reasons for the Multimedia Principle -- Evidence for Using Words and Pictures -- Applying the Contiguity Principle: Place Corresponding Words and Graphics Near Each Other -- Contiguity Principle: Place Printed Words Near Corresponding Graphics -- Psychological Reasons for the Contiguity Principle -- Evidence for Presenting Words at the Same Time as Corresponding Graphics -- Applying the Modality Principle: Present Words as Audio Narration Rather Than Onscreen Text -- Modality Principle: Present Words as Speech Rather Than Onscreen Text -- Psychological Reasons for the Modality Principle -- Evidence for Using Spoken Rather Than Printed Text -- Applying the Redundancy Principle: Presenting Words in Both Text and Audio Narration Can Hurt Learning -- Redundancy Principle One: Avoid Presenting Words as Narration and Identical Text in the Presence of Graphics -- Psychological Reasons for the Redundancy Principle -- Evidence for Omitting Redundant Onscreen Text -- Redundancy Principle Two: Consider the Narration of Onscreen Text in Special Situations -- Psychological Reasons for Exceptions to Redundancy Principle -- Evidence for Including Redundant Onscreen Words -- Applying the Coherence Principle: Adding Interesting Material Can Hurt Learning -- Coherence Principle One: Avoid e-Lessons with Extraneous Sounds -- Psychological Reasons to Avoid Extraneous Sounds -- Evidence for Omitting Extraneous Sounds -- Coherence Principle Two: Avoid e-Lessons with Extraneous Pictures -- Psychological Reasons to Avoid Interesting but Extraneous Graphics -- Evidence for Omitting Extraneous Graphics -- Coherence Principle Three: Avoid e-Lessons with Extraneous Words -- Psychological Reasons to Minimize Words in e-Learning -- Evidence for Omitting Extraneous Words -- Applying the Personalization Principle: Use Conversational Style and Virtual Coaches -- Personalization Principle One: Use Conversational Rather Than Formal Style -- Psychological Reasons for the Personalization Principle -- Evidence for Using Conversational Style -- Personalization Principle Two: Use Onscreen Coaches to Promote Learning -- Does Practice Make Perfect? -- Design of Practice in e-Learning -- Practice Principle One: Interactions Should Mirror the Job -- Psychological Reasons for Job-Relevant Practice -- Evidence for the Benefits of Practice -- Practice Principle Two: Critical Tasks Require More Practice -- Psychological Reasons for Multiple Distributed Practice Exercises -- The Evidence for Multiple Distributed Practice Exercises -- Practice Principle Three: Apply the Media Elements Principles to Practice Exercises -- Practice Principle Four: Train Learners to Self-Question During Receptive e-Lessons -- Psychological Reasons for Training Self-Questioning Skills -- Evidence for Training Self-Questioning -- Leveraging Examples in e-Learning -- Worked Examples: Fuel for Learning -- Worked Example Principle One: Replace Some Practice Problems with Worked Examples -- Psychological Reasons for Using Worked Examples -- Evidence for Benefits of Worked Examples -- Worked Example Principle Two: Apply the Media Elements Principles to Examples -- Psychological Reasons for Applying the Media Element Principles -- Evidence for the Media Elements Principles -- Worked Example Principle Three: Use Job-Realistic or Varied Worked Examples -- Psychological Reasons to Adapt Examples to Task Types -- The Evidence for Worked Examples That Support Transfer -- Worked Example Principle Four: Teach Learners to Self-Explain Examples -- Psychological Reasons for Training Self-Explanations -- The Evidence for Self-Explanations -- Learning Together on the Web -- What Is Collaborative Learning? -- What We Know About Collaboration During Learning -- Models for Productive Group Collaborations -- Psychological Reasons for Collaborative Assignments -- The Evidence for Online Collaborative Learning -- Do Surfing and Learning Mix? The Effectiveness of Learner Control in e-Learning -- Learner Control Versus Program Control -- Do Learners Make Good Instructional Decisions? -- Psychological Reasons for Poor Learner Choices -- Learner Control Principle One: Use Learner Control for Learners with High Prior Knowledge or High Metacognitive Skills -- Learner Control Principle Two: Make Important Instructional Events the Default Navigation Option -- Learner Control Principle Three: Add Advisement to Learner Control -- Navigational Guidelines for Learner Control -- e-Learning to Build Problem-Solving Skills -- What Are Problem-Solving Skills? -- Problem-Solving Principle One: Use Job Contexts to Teach Problem Solving Processes -- Psychological Reasons for Job-Specific Training -- Evidence for Job-Specific Problem-Solving Training -- Problem-Solving Principle Two: Focus Training on Thinking Processes Versus Job Knowledge -- Psychological Reasons to Provide Metacognitive Worked Examples -- Problem-Solving Principle Three: Make Learners Aware of Their Problem-Solving Processes -- Psychological Reasons for Assigning Practice in Problem-Solving -- Problem-Solving Principle Four: Incorporate Job-Specific Problem-Solving Processes -- Applying the Guidelines -- Applying Our Guidelines to Evaluate e-Courseware -- e-Lesson Reviews -- Ammunition Safety -- Creating Links in Dreamweaver -- Accelerate Expertise--Researching Commercial Bank Loans -- Identifying Hazardous Materials -- The Next Generation of e-Learning.
650 0 $aBusiness education$xComputer-assisted instruction.
700 1 $aMayer, Richard E.,$d1947-
948 $a01/27/2003$b01/27/2003
999 $aHF 1106 C55 2003$wLC$c1$i31786101729595$d4/30/2009$e11/21/2008 $f3/18/2004$g1$lCIRCSTACKS$mNULS$n2$rY$sY$tBOOK$u1/27/2003
999 $aHF 1106 C55 2003$wLC$c3$i31786101840103$d2/9/2011$e2/9/2011 $lCIRCSTACKS$mNULS$n8$q2$rY$sY$tBOOK$u10/6/2004
999 $aHF 1106 C55 2003$wLC$c4$i31786101840046$d9/18/2012$e3/28/2012 $lCIRCSTACKS$mNULS$n6$rY$sY$tBOOK$u10/6/2004