2. How Do People Learn from e-Courses?
Published Online: 4 JAN 2012
Copyright © 2008, 2011 John Wiley & Sons, Inc. All rights reserved.
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) How Do People Learn from e-Courses?, 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.ch2
- Published Online: 4 JAN 2012
- Published Print: 1 AUG 2011
Print ISBN: 9780470874301
Online ISBN: 9781118255971
- cognitive theory;
- e-learning courses;
- working memory
E-learning courses should be constructed in light of how the mind learns and experimental evidence concerning e-learning features that best promote learning. This chapter focuses on the assumption that the design of e-learning courses should be based on cognitive theory of how people learn. It describes how learning works and how to help people learn. The chapter includes a rationale for considering how learning works and a more detailed description how instruction can be designed in light of obstacles to learning. It presents a discussion of technology and learner-centered views of instruction. The goal of effective instruction is not only to present information but also to encourage the learner to engage in appropriate cognitive processing during learning. Instructional methods in e-lessons must guide the learner’s transformation of words and pictures in the lesson through working memory so that they are incorporated into the existing knowledge in long-term memory.
Controlled Vocabulary Terms
instruction; learning; memory; technology