E-learning:
The Science of Instruction
Ruth Colvin Clark
and Richard E Mayer
Today we’ll cover:
Chapter 1: e-learning: promise and pitfalls
Chapter 2: How people learn from e-courses
Chapter 3: Multimedia principle
Chapter 4: Contiguity principle
Plus digressions for additional related
materials on instructional methods
The e-Learning Bandwagon
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90% of universities have distance learning
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Does this include Lehigh?
U of Phoenix, Athabasca U, etc., entirely online
Verizon’s Virtual University hosts most technical
training
U.S. Army partners with PricewaterhouseCoopers
Companies are spending $50-60 billion/year on
e-learning. Are you impressed?
What is a “knowledge-based” economy?
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Is e-learning a key to knowledge-based economy?
What is e-learning?
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Instruction delivered via computer
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Content relevant to learning objectives
Uses instructional methods such as
examples and practice
Builds new knowledge and skills
Media + instructional methods
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Media elements present and illustrate content
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Text, audio narration, music, graphics, animation
and video
E.g., Dreamweaver course uses audio narration
and animated graphics
Instructional techniques support learning
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Examples, practice exercises, feedback
E.g., Dreamweaver lesson uses simulation practice
Why might simulating an actual work environment
be particularly effective?
When to use e-Learning
(from Margaret Driscoll, Web-Based Training)
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Cognitive skills: solving problems, applying
rules, distinguishing items
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Psychomotor skills: coordination physical
movement and thought
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E.g., driving a golf ball or driving a crane
Require coaching and detailed feedback
Attitudinal skills: opinions and behaviors
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E.g., how to complete tax forms
E.g., whether to recycle
Which is hardest to teach with multimedia?
Which skills are most suitable
for e-learning?
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CPR training?
Developing a sort algorithm?
Supporting a political party?
Driving a stick shift?
Finding and using Photoshop plug-ins?
Trouble-shooting printer problems?
Discuss in small groups….
Three theories of learning
(see check boxes on page 33)
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Response strengthening
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Information acquisition
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Learning adds information to memory
Instruction delivers information efficiently
Knowledge construction
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Strengthen stimulus-response associations
Drill-and-practice with reinforcing feedback
Learner builds a mental representation
Guide learner in the context of solving problems
Is one theory right? Or a combination?
The Art of Changing the Brain
(James E. Zull)
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The Learning Cycle: Sense → Integrate → Act
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Learning originates with concrete sensory experience
Reflective observation integrates inputs in patterns
and develops generalizations or abstract hypotheses
Active learning tests the results of motor output
Types of e-Learning goals
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Inform: build awareness, e.g., about a company’s
organization
Perform: build skills, e.g., how to use software or
how to evaluate bank loans
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Procedural: step-by step tasks
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Near transfer from training to application
Learning Dreamweaver may involve near transfer? Why?
Give an example.
Principle-based: guidelines and problem-solving skills
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Far transfer from training to application
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Why does learning how to evaluate bank loans far transfer?
How do
people learn?
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Two information processing channels:
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Working memory has limited capacity:
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7 chunks plus or minus 2
Learning occurs by active processing
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visual and auditory, each with limited capacity (attention)
From working to long-term memory
Rehearsal encodes knowledge
Knowledge must be retrieved from memory
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Retrieval brings knowledge back into working memory
One minute paper
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How might understanding the way
people process information and learn
affect the way you design multimedia
e-learning activities?
Pitfalls of e-Learning
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Failure to do job or skill analysis
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Failure to accommodate human learning
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Presenting skills and knowledge out of job context
risks transfer failure
How could this pitfall affect your project?
Multimedia can actually depress learning if it
overwhelms limits of human processing
Attrition: e-Learning dropouts at least 35%
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Games and stories may detract from learning
Why?
Do these techniques aid or
hinder human learning? Why?
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Using an arrow or color to draw the eye
to important information?
Listing learning objectives up front?
Including background music?
e-Learning Research
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Informal studies: observing people as they learn or
asking them about it
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Formal studies use experimental research design, with
subjects randomly assigned to test and control groups
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Formative evaluation makes changes from learner feedback
Summative evaluation reports results to sponsors & others
Controlled: compare outcomes of 2 or more groups of learners
Clinical trials: evaluate e-learning in real world contexts
Should show statistical significance (p<.05)
Effect size: mean difference / standard deviation
Book uses results of controlled studies that suggest
basic design principles for e-learning
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Why are experimental studies useful to designers?