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008			020715t20032003caua b 001 0 eng
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035			_a(OCoLC)50251993 _z(OCoLC)796902245
040			_aDLC _beng _cDLC _dUKM _dC#P _dBAKER _dUWC _dNLGGC _dBTCTA _dLVB _dYDXCP _dUBY _dUBA _dOCLCG _dSINLB _dKAAUA _dDEBBG _dOCL _dEXW _dIG# _dOCLCQ _dILU _dOCLCF _dOCLCQ _dUtOrBLW _dBAUN _erda
041	0		_aeng
049			_aBAUN_MERKEZ
050	0	4	_aHF1106 _b.C55 2003
082	0	0	_222
082	0	4	_221
100	1		_aClark, Ruth Colvin _eaut _984302
245	1	0	_aE-Learning and the science of instruction : _bproven guidelines for consumers and designers of multimedia learning / _cRuth Colvin Clark and Richard E. Mayer
250			_aFirst edition
264		1	_aSan Francisco, CA : _bJossey-Bass/Pfeiffer, _c[2003]
264		4	_c©2003
300			_axiv, 322 pages : _billustrations ; _c25 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references (pages 295-307) and index
505	0	0	_te-Learning: Promise and Pitfalls -- _tThe e-Learning Bandwagon -- _tWhat Is e-Learning? -- _te-Learning Development Process -- _tTwo Types of e-Learning Goals: Inform and Perform -- _tIs e-Learning Better? Media Comparison Research -- _tWhat Makes e-Learning Unique -- _te-Learning: The Pitfalls -- _tWhat Is Good e-Courseware? -- _tThree Types of e-Learning -- _te-Learning to Support Human Learning Processes -- _tHow People Learn from E-Courses -- _tHow Do People Learn? -- _tHow e-Lessons Affect Human Learning -- _tWhat Is Good Research? -- _tApplying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone -- _tMultimedia Principle: Include Both Words and Graphics -- _tPsychological Reasons for the Multimedia Principle -- _tEvidence for Using Words and Pictures -- _tApplying the Contiguity Principle: Place Corresponding Words and Graphics Near Each Other -- _tContiguity Principle: Place Printed Words Near Corresponding Graphics -- _tPsychological Reasons for the Contiguity Principle -- _tEvidence for Presenting Words at the Same Time as Corresponding Graphics -- _tApplying the Modality Principle: Present Words as Audio Narration Rather Than Onscreen Text -- _tModality Principle: Present Words as Speech Rather Than Onscreen Text -- _tPsychological Reasons for the Modality Principle -- _tEvidence for Using Spoken Rather Than Printed Text -- _tApplying the Redundancy Principle: Presenting Words in Both Text and Audio Narration Can Hurt Learning -- _tRedundancy Principle One: Avoid Presenting Words as Narration and Identical Text in the Presence of Graphics
520	1		_a"Written for e-learning consumers and designers, novice and seasoned alike, this essential resource will be your guide to building successful multimedia programs for years to come."--Jacket
650		0	_aBusiness education _xComputer-assisted instruction
700	1		_aMayer, Richard E., _d1947- _eaut _990155
776	0	8	_iOnline version: _aClark, Ruth Colvin. _tE-Learning and the science of instruction. _b1st ed. _dSan Francisco, CA : Jossey-Bass/Pfeiffer, ©2003 _w(OCoLC)903674577
900			_bsatın
942			_2lcc _cKT
999			_c12604 _d12604