10. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts

  1. Ruth Colvin Clark and
  2. Richard E. Mayer

Published Online: 4 JAN 2012

DOI: 10.1002/9781118255971.ch10

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition

How to Cite

Clark, R. C. and Mayer, R. E. (2011) Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts, in e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition, Pfeiffer, San Francisco, CA, USA. doi: 10.1002/9781118255971.ch10

Publication History

  1. Published Online: 4 JAN 2012
  2. Published Print: 1 AUG 2011

ISBN Information

Print ISBN: 9780470874301

Online ISBN: 9781118255971

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Keywords:

  • cognitive systems;
  • essential processing;
  • learning;
  • pretraining principle;
  • segmenting

Summary

This chapter focuses on situations in which learners must engage in so much essential processing that their cognitive systems are overwhelmed. In particular, it focuses on techniques for managing essential processing, including segmenting and pretraining. The chapter represents an update on the growing research base on techniques for managing the learning of complex material. In short, pretraining can help beginners to manage their processing of complex material by reducing the amount of essential processing they do at the time of the presentation. Thus, the rationale for the pretraining principle is that it helps manage the learner’s essential processing by redistributing some of it to a pretraining portion of the lesson.

Controlled Vocabulary Terms

e-Learning