E-Learning and the Science of Instruction Book Summary

An idea that is central to the book is that what is important is not the media per se but the Instructional Method that underlies the development and use of learning material.  This statement is made even as the book recognizes the unique opportunities provided by the modern E mode of learning in the form of practice with automated tailored feedback, integration of collaboration with self study, and use of simulation to accelerate expertise.

Instructional methods recommended in the book are based on the cognitive learning theory.  The mental processes in learning as explained by this theory bear a remarkable similarity to the way a computer system works. Visual and Auditory channels, that is, eyes and ears can be likened to the input systems.  The incoming information (data in case of computers) gets processed in the working memory (RAM in computers) which has a limited capacity.  The processed results are finally stored in long-term memory (secondary memory, for example a hard disk, in computers).  The storage in long-term memory is not straightforward but through integration with existing knowledge.  While the processing in the working memory is called rehearsal, the integration in the long-term memory is termed encoding in the cognitive learning theory.  When the new knowledge is required on the job, it has to be retrieved from the long term memory and placed back in the working memory.  This retrieval has to be facilitated by providing cues / implanting hooks.  The most important component of a computer is its Operating System (OS).  Its human equivalent in this theory is metacognition.  It refers to the mental management processes that oversee the information processes.  Learners with weak metacognition have to be additionally supported through goal-setting, monitoring etc.

It is important to note that knowledge is not passively soaked up as in the case of a sponge placed in a bowl of water but requires active processing by the learner.

With this theory firmly in mind, the book recommends as follows:

• Do not overload the cognitive system with irrelevant / decorative graphics, animations and sounds.  Remember that less is more.


• Make use of the following principles:

• CONTIGUITY: Place graphics and associated text close together:  mouse rollover blurbs are good examples.  Also keep feedback on practice screen itself and directions for practice on application screen itself.


• MODALITY (Optimal utilization of two channels): Present words as audio rather than text.  Both text and audio may appear only in exceptional circumstances, for example, if the learner is not a native speaker.  A replay option is also recommended.


• COHERENCE: Adding interesting but unnecessary (not essential to instructional objective) stories, graphics, and sounds create a distraction, disruption and seduction.  Avoid extraneous words too.


• PERSONALIZATION: Use conversational rather than formal language.  People work harder to learn when in conversation with a partner. Hence, use of pedagogical agents in the form of a cartoon or a lifelike image is recommended.  However, it must be remembered that agents are meant for instruction and not for entertainment.

Practice exercises, though expensive to build, serve a very useful purpose by providing opportunities for overt rehearsal leading to better encoding that facilitates recall.  The practice interactions should mirror thinking process and environment at the job for implanting cues for transfer to the job.  Multiple distributed practice sessions are desirable.

The authors highly recommend use of worked examples as very effective in promoting learning.  These may be by way of animated demonstrations or illustrations showing step-by-step problem solutions.  Replacing some assignments by worked examples can also lead to saving in learning time.

First generations of computer-delivered training were designed for solo learning.  The current state of technology has dramatically enriched the possibility of collaborative learning on the web synchronously as well as asynchronously.  Collaboration is more effective for near transfer (imparting knowledge or procedural skills) than far transfer involving conceptual skills.

The authors also examine the issue of learner control versus program control in e-learning.  Learner control simply means that the learner is free to browse through the whole course material randomly as per his fancy.  However unless the entire learner group has very good metacognitive skills, the authors recommend implementation of program controls.

The authors finally examine use of e-larning in far transfer situations requiring building of problem-solving skills.  They recommend using job contexts and acceleration of expertise through simulations together with guided discovery instructional design.  This design focuses on helping the learner build a coherent mental representation.

The book is eminently readable and written in a very lucid style.