{"product_id":"e-learning-and-the-science-of-instruction-isbn-9781394177370","title":"e-Learning and the Science of Instruction","description":"\u003cp\u003e\u003cb\u003eImprove the quality of your eLearning materials with evidence-based guidelines\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003ee-Learning and the Science of Instruction, 5th Edition: Proven Guidelines for Consumers and Designers of Multimedia Learning\u003c\/i\u003e helps practitioners apply evidence-based principles to the design, development, and selection of digital instructional and training materials. This book goes beyond instructional design advice, providing actionable ideas and multimedia examples based on recent research findings. You will learn how to put evidence into practice, with proven e-learning design and development guidelines.\u003c\/p\u003e \u003cp\u003eDuring the pandemic, e-learning assumed a much greater role as an instructional delivery medium, especially with virtual classrooms using tools such as Zoom and MS Teams. The combination of new technological functionality, increases in a remote workforce, and new research findings have led to gaps regarding how to leverage digital learning most effectively. This book explains what instructional designers, multimedia developers, and e-learning consumers need to know to maximize the potential of their e-learning resources. In addition to guidelines regarding use of graphics, audio, text, engagement techniques and collaborative online learning, this new edition covers video-based instruction, digital games, and immersive virtual reality-, showing you when and how to utilize these tools effectively.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eDiscover the latest research findings about how people learn—and how they learn best online\u003c\/li\u003e \u003cli\u003eBuild instructional materials, including video instruction, digital games, and immersive VR experiences, that empower learners to succeed\u003c\/li\u003e \u003cli\u003eGet ideas and inspiration for engaging learners in synchronous and asynchronous environments\u003c\/li\u003e \u003cli\u003eSee concrete examples of how research evidence in instructional design can be applied in practice\u003c\/li\u003e \u003cli\u003eApply evidence regarding how best to leverage collaborative online learning\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003ee-Learning and the Science of Instruction \u003c\/i\u003eis a valuable resource for students and practitioners who need to design, develop, and select effective eLearning and virtual training materials.\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Foundations of e-Learning and the Science of Instruction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 e-Learning: Promise and Pitfalls 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is e-Learning? 4\u003c\/p\u003e \u003cp\u003eThe Evolution of e-Learning for Training 7\u003c\/p\u003e \u003cp\u003eIs e-Learning Better? 9\u003c\/p\u003e \u003cp\u003eThe Promise of e-Learning 10\u003c\/p\u003e \u003cp\u003eThe Pitfalls of e-Learning 13\u003c\/p\u003e \u003cp\u003ee-Learning Architectures 14\u003c\/p\u003e \u003cp\u003eTwenty Years Later 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 How People Learn from e-Courses 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Do People Learn? 21\u003c\/p\u003e \u003cp\u003eGuiding the Learner’s Cognitive Processing During Learning 25\u003c\/p\u003e \u003cp\u003eCore Goals for Instructional Design in e-Learning 27\u003c\/p\u003e \u003cp\u003eHow e-Lessons Affect Learning 31\u003c\/p\u003e \u003cp\u003eSummary of Learning Processes 34\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learning 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Evidence-Based Practice 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Evidence-Based Practice? 40\u003c\/p\u003e \u003cp\u003eRationale for Evidence-Based Practice 41\u003c\/p\u003e \u003cp\u003eThree Approaches to Research on Instructional Effectiveness 42\u003c\/p\u003e \u003cp\u003eWhat to Look for in Experimental Comparisons 43\u003c\/p\u003e \u003cp\u003eWhat Are Boundary Conditions? 49\u003c\/p\u003e \u003cp\u003eWhat Is a Meta-Analysis? 49\u003c\/p\u003e \u003cp\u003eLimits of Experimental Research 50\u003c\/p\u003e \u003cp\u003eWhere Can You Find Relevant Research? 50\u003c\/p\u003e \u003cp\u003eThe Evolution of Evidence-Based Practice 51\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Evidence-Based Practice 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II How to Leverage Visuals and Words in e-Learning 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Applying the Multimedia Principle: Use Words and Graphics Rather than Words Alone 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDo Visuals Make a Difference? 59\u003c\/p\u003e \u003cp\u003eMultimedia Principle: Include Both Words and Graphics 60\u003c\/p\u003e \u003cp\u003eSome Ways to Use Graphics to Promote Learning 63\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Multimedia Principle 66\u003c\/p\u003e \u003cp\u003eEvidence for Using Words and Pictures 67\u003c\/p\u003e \u003cp\u003eWhen to Use Animations 72\u003c\/p\u003e \u003cp\u003eHow to Optimize Learning from Graphics 73\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Visuals 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Applying the Contiguity Principle: Align Words to Corresponding Graphics 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSpatial Contiguity Principle: Place Printed Words near Corresponding Graphics 83\u003c\/p\u003e \u003cp\u003eViolations of Spatial Contiguity 85\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Spatial Contiguity Principle 90\u003c\/p\u003e \u003cp\u003eEvidence for the Spatial Contiguity Principle 90\u003c\/p\u003e \u003cp\u003eTemporal Contiguity Principle: Synchronize Spoken Words with Corresponding Graphics 94\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Temporal Contiguity Principle 96\u003c\/p\u003e \u003cp\u003eEvidence for the Temporal Contiguity Principle 97\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Contiguity 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Applying the Signaling Principle: Use Verbal and Visual Cues to Direct Attention 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Signaling? 104\u003c\/p\u003e \u003cp\u003eHow Does Signaling Work? 105\u003c\/p\u003e \u003cp\u003eEvidence for the Benefits of Signaling 106\u003c\/p\u003e \u003cp\u003eSignaling: The Bottom Line 110\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Signaling 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eModality Principle: Present Words as Speech Rather Than On-Screen Text 117\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Modality Principle 119\u003c\/p\u003e \u003cp\u003eEvidence for Using Spoken Rather Than Printed Text 121\u003c\/p\u003e \u003cp\u003eWhen Audio Is Not Effective: Boundary Conditions for the Modality Principle 123\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Modality 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 When to Add Text to Audio Narration: Applying the Redundancy Principle 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Redundancy Principle? 133\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Redundancy Principle 133\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Redundant On-Screen Text 137\u003c\/p\u003e \u003cp\u003eAdd On-Screen Text to Narration in Special Situations 138\u003c\/p\u003e \u003cp\u003eThe Bottom Line 142\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Redundancy 142\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Applying the Coherence Principle: Adding Extra Material Can Hurt Learning 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrinciple 1: Avoid e-Lessons with Extraneous Words 152\u003c\/p\u003e \u003cp\u003ePrinciple 2: Avoid e-Lessons with Extraneous Graphics 156\u003c\/p\u003e \u003cp\u003ePrinciple 3: Avoid e-Lessons with Extraneous Audio 165\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Coherence 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III How to Promote Skill Building in e-Learning 171\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Engagement in e-Learning: Activities for Promoting Generative Learning 173\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Engagement? 175\u003c\/p\u003e \u003cp\u003eEngagement and Generative Processing 176\u003c\/p\u003e \u003cp\u003eBehavioral Versus Psychological Engagement 177\u003c\/p\u003e \u003cp\u003eWhen Behavioral Engagement Impedes Learning 178\u003c\/p\u003e \u003cp\u003eThree Engagement Activities That Can Promote Generative Processing 180\u003c\/p\u003e \u003cp\u003eThe Bottom Line to Engagement in e-Learning 185\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Generative Learning 186\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Leveraging Examples in e-Learning 191\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Example-Based Instruction? 192\u003c\/p\u003e \u003cp\u003eThe Psychology of Example-Based Instruction 195\u003c\/p\u003e \u003cp\u003eEvidence for the Benefits of Example-Based Instruction 196\u003c\/p\u003e \u003cp\u003eHow to Optimize the Benefits of Example-Based Instruction 197\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Worked Examples 208\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Does Practice Make Perfect? 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Practice in e-Learning? 215\u003c\/p\u003e \u003cp\u003eIs Practice a Good Investment? 217\u003c\/p\u003e \u003cp\u003ePrinciple 1: Add Sufficient Practice Interactions to Achieve the Objective 219\u003c\/p\u003e \u003cp\u003ePrinciple 2: Make Sure Practice Mirrors the Job 221\u003c\/p\u003e \u003cp\u003ePrinciple 3: Provide Effective Feedback on Practice Performance 221\u003c\/p\u003e \u003cp\u003ePrinciple 4: Distribute and Mix Practice Among Learning Events 227\u003c\/p\u003e \u003cp\u003ePrinciple 5: Arrange Practice That Increases in Challenge as Learners Progress 229\u003c\/p\u003e \u003cp\u003ePrinciple 6: Provide Scaffolding to Support Guided Practice When Needed 229\u003c\/p\u003e \u003cp\u003ePrinciple 7: Apply Multimedia Principles in Designing Feedback 231\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Practice 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV How to Organize Content in e-Learning 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Organizing Instruction: Applying the Segmenting and Pretraining Principles 237\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Segmenting Principle? 239\u003c\/p\u003e \u003cp\u003eWhat Is the Pretraining Principle? 244\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Pretraining Principle 248\u003c\/p\u003e \u003cp\u003eManaging Essential Overload 249\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Segmenting and Pretraining 250\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Who’s in Control?: Guidelines for e-Learning Navigation 255\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearner Control Versus Program Control 257\u003c\/p\u003e \u003cp\u003eDo Learners Make Good Instructional Decisions? 260\u003c\/p\u003e \u003cp\u003eThe Psychology of Learner Decisions 263\u003c\/p\u003e \u003cp\u003eFour Principles for Learner Control in e-Learning 264\u003c\/p\u003e \u003cp\u003eThe Bottom Line 271\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learner Control 271\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V How to Leverage Social Cues in e-Learning 275\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Applying the Personalization Principle: Use Conversational Style, Polite Wording, Friendly Voice, On-Screen Agents, and Social Presence in e-Learning 277\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePersonalization Principle 1: Use Conversational Rather Than Formal Style 280\u003c\/p\u003e \u003cp\u003ePersonalization Principle 2: Use Polite Wording 285\u003c\/p\u003e \u003cp\u003ePersonalization Principle 3: Use a Friendly Human Voice Quality for Narrations 286\u003c\/p\u003e \u003cp\u003eCan On-Screen Agents Promote Learning in Asynchronous e-Learning? 287\u003c\/p\u003e \u003cp\u003eHow Can Instructors in Video Lessons Leverage Personalization? 293\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Personalization 295\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Online Collaborative Learning 299\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Collaborative Learning? 301\u003c\/p\u003e \u003cp\u003eThe Psychology of Collaborative Learning 303\u003c\/p\u003e \u003cp\u003eWhat Is Computer-Supported Collaborative Learning (CSCL)? 304\u003c\/p\u003e \u003cp\u003ePrinciple 1: Design Tasks and Team Assignments to Foster Interdependence 307\u003c\/p\u003e \u003cp\u003ePrinciple 2: Optimize Group Size, Prior Knowledge, and Collaboration Experience 309\u003c\/p\u003e \u003cp\u003ePrinciple 3: Consider Tradeoffs Between Synchronous and Asynchronous Collaboration 310\u003c\/p\u003e \u003cp\u003ePrinciple 4: Maximize Social Presence in Online Collaborative Environments 312\u003c\/p\u003e \u003cp\u003ePrinciple 5: Use Scripts to Optimize Team Outcomes 313\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Online Collaborative Learning 316\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI Special Applications of e-Learning 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 e-Learning to Build Thinking Skills 321\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Thinking Skills? 323\u003c\/p\u003e \u003cp\u003eWhat to Teach: Focused Target Skills Versus Improving the Mind in General 325\u003c\/p\u003e \u003cp\u003eWhere to Teach: Domain-General Versus Domain-Specific Thinking Skills 325\u003c\/p\u003e \u003cp\u003eHow to Teach: Expert Modeling with Learner Practice Versus Direct Instruction 326\u003c\/p\u003e \u003cp\u003eCan Thinking Skills Be Trained? 326\u003c\/p\u003e \u003cp\u003ePrinciple 1: Build Explicit Instruction to Teach Specific Job-Relevant Thinking Skills 328\u003c\/p\u003e \u003cp\u003ePrinciple 2: Incorporate Online Simulations of Authentic Work Scenarios 332\u003c\/p\u003e \u003cp\u003ePrinciple 3: Identify Job-Specific Thinking Processes 335\u003c\/p\u003e \u003cp\u003eTeaching Thinking Skills: The Bottom Line 336\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Teaching Thinking Skills 336\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Designing Effective Instructional Video 341\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Challenge of Instructional Video 343\u003c\/p\u003e \u003cp\u003eHistorical Foundations of Instructional Video 343\u003c\/p\u003e \u003cp\u003eUses of Instructional Video 343\u003c\/p\u003e \u003cp\u003ePrinciple 1: Record a Demonstration Video from a First-Person Perspective 345\u003c\/p\u003e \u003cp\u003ePrinciple 2: Have the Instructor Draw on the Board While Lecturing 346\u003c\/p\u003e \u003cp\u003ePrinciple 3: Embed Generative Activities During Breaks in the Video 347\u003c\/p\u003e \u003cp\u003ePrinciple 4: Add Subtitles for Learning in a Second Language 348\u003c\/p\u003e \u003cp\u003ePrinciple 5: Have the Instructor Exhibit Positive Voice and Gestures 349\u003c\/p\u003e \u003cp\u003ePrinciple 6: Have the Instructor Use Pointing and Eye Gaze to Direct Attention 350\u003c\/p\u003e \u003cp\u003ePrinciple 7: Avoid Overuse of Talking Heads or Static Instructor Images 351\u003c\/p\u003e \u003cp\u003ePrinciple 8: Apply Multimedia Design Principles 352\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Instructional Video 353\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Learning with Computer Games 357\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDo Games Have a Place in the Serious Business of Training? 359\u003c\/p\u003e \u003cp\u003eWhich Features Improve a Game’s Effectiveness? 359\u003c\/p\u003e \u003cp\u003eWhat Are the Cognitive Consequences of Playing Off-the-Shelf Computer Games? 365\u003c\/p\u003e \u003cp\u003eAre Games More Effective Than Conventional Media? 368\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learning with Computer Games 375\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Immersive Virtual Reality for Instruction 379\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Promise and Pitfalls of Learning in Immersive Virtual Reality 381\u003c\/p\u003e \u003cp\u003eWhat Is Immersive Virtual Reality? 382\u003c\/p\u003e \u003cp\u003eThree Levels of Immersion 383\u003c\/p\u003e \u003cp\u003eIs Immersive Virtual Reality Better for Learning Than Traditional Media? 383\u003c\/p\u003e \u003cp\u003eWhen to Use Immersive Virtual Reality Learning Environments 386\u003c\/p\u003e \u003cp\u003eHow to Use Immersive Virtual Reality Training Environments 386\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Immersive Virtual Reality 389\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Applying the Multimedia Guidelines 395\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Strong Is the Evidence for the Multimedia Principles? 395\u003c\/p\u003e \u003cp\u003ee-Learning Guidelines Checklists 400\u003c\/p\u003e \u003cp\u003eTrends in Multimedia Instructional Design Research 404\u003c\/p\u003e \u003cp\u003eThe Future of Multimedia Instructional Design Research 405\u003c\/p\u003e \u003cp\u003eConclusion 407\u003c\/p\u003e \u003cp\u003eGlossary 409\u003c\/p\u003e \u003cp\u003eReferences 429\u003c\/p\u003e \u003cp\u003eAcknowledgments 459\u003c\/p\u003e \u003cp\u003eAbout the Authors 461\u003c\/p\u003e \u003cp\u003eAuthor Index 463\u003c\/p\u003e \u003cp\u003eSubject Index 473\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eRichard E. Mayer, Ph.D.,\u003c\/b\u003e is a Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara. His research focuses on the intersection of cognition, instruction, and technology. He is the author of more than 600 publications, including 40 books, and has been recognized as the most productive educational psychologist in the world. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eRuth Colvin Clark, Ed.D.,\u003c\/b\u003e is the President and Principal Consultant of Clark Training \u0026amp; Consulting. She is a specialist in evidence-based training methods and bridging the gap between academic research and practitioner application.   \u003c\/p\u003e\u003cp\u003eDigital instructional materials have proliferated due to the pandemic and increasing reliance on remote instruction. In addition, both technological capabilities and research findings have expanded. As a result, instructional professionals face new challenges to evaluate, design, and develop effective digital instructional environments. \u003c\/p\u003e\u003cp\u003eIn this newly revised \u003ci\u003eFifth Edition\u003c\/i\u003e of \u003ci\u003ee-Learning and the Science of Instruction,\u003c\/i\u003e an internationally recognized multimedia researcher and an expert in workforce learning team up to present the research evidence, the psychological theory, and examples that are the basis for effective digital instructional environments. The authors offer actionable ideas and examples based on contemporary research findings. You’ll learn how to put the latest evidence into practice as you design, develop, and select virtual classroom lessons, self-study tutorials, video-based lessons, learning games, and immersive instructional environments. \u003c\/p\u003e\u003cp\u003eIn this book you will review the evidence and the psychology behind guidelines regarding how to: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eBest use still and animated graphics\u003c\/li\u003e \u003cli\u003ePresent content with audio and text\u003c\/li\u003e \u003cli\u003eStimulate productive engagement with the instruction\u003c\/li\u003e \u003cli\u003eLeverage the features and functions of technology effectively\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eThis book bridges the gap between current academic research on digital learning showing instructional designers, multimedia developers, and e-learning consumers what they need to know to leverage the potential of their digital resources and experiences. \u003c\/p\u003e\u003cp\u003ePerfect for creators and evaluators of online instructional materials, virtual classroom instructors, and workforce learning professionals, \u003ci\u003ee-Learning and the Science of Instruction\u003c\/i\u003e will also benefit aspiring learning professionals in formal academic environments as well as informal settings.    \u003c\/p\u003e\u003cp\u003e\u003cb\u003eUse the latest e-learning research to improve your digital instructional materials\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThe newly released \u003ci\u003eFifth Edition of e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning\u003c\/i\u003e is an evidence-based guide to effective digital instruction including self-study tutorials, virtual classrooms, video-based instruction, learning games, simulations, and immersive virtual environments. Written by an internationally recognized multimedia researcher and an expert in workforce learning, the guidelines in this book are based on valid research evidence and grounded in the science of learning. They will help you evaluate, design, and develop effective digital learning environments. \u003c\/p\u003e\u003cp\u003eYou will read evidence, psychological theory, and examples regarding how to: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIncorporate still and animated graphics\u003c\/li\u003e \u003cli\u003ePromote productive engagement\u003c\/li\u003e \u003cli\u003eAvoid counterproductive content that degrades learning\u003c\/li\u003e \u003cli\u003eLeverage techniques for online collaborative learning\u003c\/li\u003e \u003cli\u003eDesign learning games\u003c\/li\u003e \u003cli\u003eBuild thinking skills in online lessons\u003c\/li\u003e \u003cli\u003eDesign video-based instruction\u003c\/li\u003e \u003cli\u003eDecide when and how to use immersive virtual environments\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003ePerfect for online course creators and evaluators, virtual classroom instructors, and workforce learning professionals, \u003ci\u003ee-Learning and the Science of Instruction\u003c\/i\u003e bridges the gap between current research findings about instructional methods that promote learning and practical decisions in design and development of digital learning solutions.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989094580453,"sku":"NP9781394177370","price":75.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781394177370.jpg?v=1761782771","url":"https:\/\/k12savings.com\/products\/e-learning-and-the-science-of-instruction-isbn-9781394177370","provider":"K12savings","version":"1.0","type":"link"}