000			04062cam a22003738i 4500
001			23238474
003			Urbe University
005			20250630155441.0
008			230721s2024 nju 001 0 eng
010			_a 2023024880
020			_a9781394177370 _q(cloth)
020			_z9781394177394 _q(adobe pdf)
020			_z9781394177387 _q(epub)
035			_a23238474
040			_aDLC _beng _erda _cDLC
042			_apcc
050	0	0	_aHF1106 _b.C55 2024
082	0	0	_a658.3/12402854678 _223/eng/20230721
100	1		_aClark, Ruth Colvin, _eauthor.
245	1	0	_aE-learning and the science of instruction : _bproven guidelines for consumers and designers of multimedia learning / _cRuth C. Clark, Richard E. Mayer.
250			_aFifth edition.
260			_aHoboken, New Jersey : _bJohn Wiley & Sons, Inc., _c2024
263			_a2311
300			_axix, 488 pages pages : _billustrations (some color)
500			_aIncludes index.
505	0		_ae-Learning: Promise and Pitfalls How People Learn from e-Courses Evidence-Based Practice Applying the Multimedia Principle: Use Words and Graphics Rather than Words Alone Applying the Contiguity Principle: Align Words to Corresponding Graphics Applying the Signaling Principle: Use Verbal and Visual Cues to Direct Attention Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text When to Add Text to Audio Narration: Applying the Redundancy Principle Applying the Coherence Principle: Adding Extra Material Can Hurt Learning Engagement in e-Learning: Activities for Promoting Generative Learning Leveraging Examples in e-Learning Does Practice Make Perfect? Organizing Instruction: Applying the Segmenting and Pretraining Principles Who's in Control?: Guidelines for e-Learning Navigation Applying the Personalization Principle: Use Conversational Style, Polite Wording, Friendly Voice, On-Screen Agents, and Social Presence in e-Learning Online Collaborative Learning e-Learning to Build Thinking Skills Designing Effective Instructional Video Learning with Computer Games Immersive Virtual Reality for Instruction Applying the Multimedia Guidelines
520			_a"This edition includes 3 new chapters focused on evidence regarding signaling in e-Learning, video-based instruction, and immersive virtual reality platforms. The 21 chapters summarized in the table that follows are grouped into five sections. You may choose to read the chapters in order or if you have special interests such as evidence on online games or immersive virtual reality, you can jump to those chapters. Chapters 1-3 summarize foundational concepts that form the base for the rest of the book including the science of learning and basics of experimental evidence. We recommend you start with these chapters. In Section 2, we offer 6 chapters with guidelines and evidence regarding optimal use of visuals, text, and audio in e-learning. Evidence on how to promote productive engagement in e-learning is the focus of Section 3. Section 4 includes 2 chapters relevant to organizational decisions you can make in design and sequencing of lessons and courses. We review social cues in e-learning in Section 5 including personalization of your lessons and ways to promote productive collaborative learning. Section 6 includes 4 chapters highlighting evidence on special applications of digital learning including simulations, games, video-based instruction, and immersive platforms. Chapter 21 includes a checklist that summarizes all of the guidelines presented throughout the book. That is a good place to help you put together all you have learned"--
650		0	_aBusiness education _xComputer-assisted instruction.
700	1		_aMayer, Richard E., _d1947- _eauthor.
776	0	8	_iOnline version: _aClark, Ruth C. _tE-learning and the science of instruction _bFifth edition. _dHoboken, New Jersey : Wiley, [2024] _z9781394177394 _w(DLC) 2023024881
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK
999			_c593 _d593