2. How Do People Learn from e-Courses?

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

Published Online: 4 JAN 2012

DOI: 10.1002/9781118255971.ch2

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) 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

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 theory;
  • e-learning courses;
  • e-lessons;
  • instruction;
  • technology;
  • working memory

Summary

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