Dr. Ruth Clark (Pheonix, AZ; www.clarktraining.com) has familiarity with the academic research in instructional methods and has worked for over 20 years with managers assigned to design, develop, and select effective training for classroom or computer delivery. Her professional writings have been largely translating academic research into guidelines usable by the practitioner community. She is widely published in the training and development/performance improvement association periodical and was recently bestowed a Distinguished Professional Service Award from ISPI. Dr. Richard E. Mayer (Santa Barbara, CA, www.psych.ucsb.edu/people/faculty/mayer) is Professor of Psychology at the University of California, Santa Barbara, where he has served since 1975. He is an internationally recognized expert in the application of learning psychology to design of instruction in multimedia learning environments. He has directed dozens of research studies that scientifically link specific instructional methods to learning outcomes. He is the author of more than 200 publications, mainly in the area of technology-based learning, including Multimedia Learning and The Cambridge Handbook of Multimedia Learning, now in its second edition. He has served as the President of the Division of Educational Psychology of the American Psychological Association and was the recipient in 2000 of the Thorndike Award for career achievement in educational psychology.
You are previewing: E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning, fourth edition Ebook
E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning, fourth edition Ebook
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E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning, fourth edition Ebook
e-Learning has continued to grow as an alternative to classroom instruction, most measurably notably in increased use of synchronous e-learning technology. Organizations are looking for ways to save travel costs and decrease worker time away from the job. At the same time, instructional professionals recognize that investments made in learning environments that fail to build knowledge and skills aligned to operational goals are wasted regardless of media of delivery. Additionally, there is a growing body of basic research on instructional methods in e-learning that remains largely inaccessible to practitioners as it is published in journals they don’t read, written in language they don’t understand, discussed at conferences they don’t attend, and are not contextualized with relevant examples. e-Learning has continued to grow as an alternative to classroom instruction, most measurably notably in increased use of synchronous e-learning technology. Organizations are looking for ways to save travel costs and decrease worker time away from the job. At the same time, instructional professionals recognize that investments made in learning environments that fail to build knowledge and skills aligned to operational goals are wasted regardless of media of delivery. Additionally, there is a growing body of basic research on instructional methods in e-learning that remains largely inaccessible to practitioners as it is published in journals they don’t read, written in language they don’t understand, discussed at conferences they don’t attend, and are not contextualized with relevant examples.
| Year | 2016 |
|---|---|
| Format | Ebook |
| Author |
Ruth C. Clark |
| Publisher |
John Wiley |
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