This summary was co-written by Ronnie Faretta and
Misty Antonioli.
Summary
Clark and Mayer (2011) provide
the reader with an entire book that prides itself in evidence-based guidelines
that relate to synchronous and asynchronous forms of e-learning. The
purpose of this summary is to provide fellow students with a brief overview of
chapters three and four from the Clark and Mayer (2011) textbook. Chapter
three is all about finding good evidence-based practice, and chapter four
entails applying the multimedia principle.
Chapter Three
Chapter three focuses solely on
evidence-based practice or what the authors like to call "good
research" (Clark & Mayer, 2011, p.49). The authors begin this
journey by defining exactly what evidence-based practice is to them.
According to the authors, evidence-based practice is an essential idea where
techniques that are used in an online learning environment should be based on
various research findings. These research findings have been laid out
before them by peer-reviewed studies that have statistically significant
evidence of what works and what does not work. Best practices means that
instructors are integrating the various methods that are obviously effective in
the classroom according to the research. Clark and Mayer (2011) explore
other options for what we base our choices upon for instructional methods in the
classroom including opinions, evidence, politics, fads, and ideology.
Furthermore, the authors discuss the idea of taking advice from various experts
in the field on what works and what does not work but then questions does it
really work? Advice from experts is not necessarily the way to go
according to the authors.
The utilization of
evidence-based practice in online learning is the idea that instructors will
perform a literature review and then extrapolate from that review what the best
method is to be used. Just because one article says it is the best method
does not mean it is the best choice as it takes more than one statistically
significant research report to make it valid. Clark and Mayer (2011) use
the term "instructional effectiveness" (p. 51) and state that this is
the idea that the methods chosen for the classroom are the best evidence-based
approach that will provide positive outcomes in learning. To help
instructors realize which research is needed, the authors have provided three
approaches to research including asking what works, when does it work, and how
does it work. To find out what works then the research needs to have some type
of experiment that compares test results of those who learned with the method
against those who did not learn. When asked does it work, the research
needs to consist of a factorial experimental comparison that is very similar
but includes factors such as types of learners, learning objectives, or
learning environments. Finally, how it works, could be assessed through a
qualitative study that looks at interviews or questionnaires. In order to
find out if a method will work in a classroom, teachers must ensure that they
are comparing situations that resemble and provide the appropriate research
methodology.
Clark and Mayer (2011) suggest
that a good research methodology has experimental control, random assignment,
and appropriate measures. The authors do not simply explain what good
research looks like but also discuss the common statistical measures that
should be looked for, such as probability, mean, standard deviation, and effect
size, as well as the right experimental design and its ability to be
replicated. It is important to know if there is statistical and practical
significance, and even more importantly how to correctly analyze the
data. Ultimately, the authors provide a nice summary of quantitative
research in which important elements are emphasized for what readers should
look for before accepting it as evidence-based practice.
Chapter Four
Chapter four is the
perfect example of how evidence-based practice helps us to improve teaching and
learning because the authors investigate the various evidence in considering
the value of visuals and words. The most poignant statement that Clark
and Mayer (2011) make regarding visuals and words is that the multimedia
principle has become one of the greatest principles of learning because of
research. In looking at the evidence, the authors suggest that e-learning
courses must contain words and graphics because words alone are not enough to
reach the learners. On one hand, novice learners can benefit from a
deeper learning when graphics are used (Mayer & Gallini, 1990). On
the other hand, Mayer and Gallini (1990) found that advanced learners can learn
just as well with graphics and text combined, as they can with written words
only. Clark and Mayer (2011) define graphics, or static, as things such
as drawings, maps, photographs, and charts, just to name a few. A
multimedia type presentation, also known as dynamic, engages the cognitive
process of the learner and therefore actives their learning experience where
they understand material more effectively.
The authors outline a
variety of different types of graphics but suggest that organizational,
transformational, and interpretive graphics are the best to use in online
learning. Concept mapping, for example, is an organizational graphic that
the authors suggests helps the learners to put the bigger picture together and
make relationship connections. The whole premise of the chapter and the
supporting research is that learners have two different channels to learn
through. One channel is graphics, and the other is words alone, but when
students are taught to both channels, the learner will benefit from the
combined parts. Clark and Mayer (2011) suggest that various content types
such as facts, concepts, processes, procedures, and principles can all be
taught using various graphic types. To summarize, Clark and Mayer (2011)
provide the evidence that says people learn more effectively and in a more
enriching ways when words and pictures are used together than either of them
used individually.
Conclusion
Chapter three prepares
instructors on how to properly evaluate evidence in current research
trends. Whereas in chapter four, Clark and Mayer (2011) advise that
graphics are used in meaningful ways, and not to put graphics into a document,
only to fill the white space. Both chapters are short and to the point,
making it a fairly effortless and enjoyable reading.
Reflection
Chapter three in Clark and
Mayer is important in that it reiterates and adds to what I learned in EDUC 518
(Understanding Educational Research and Assessment). Just because
something has a title that can be claimed as research, doesn’t necessarily mean
that it is “good research” (Clark & Mayer, 2011, p.49). Researchers
must be able to look at the statistical significance of the data and analyze
all factors properly to classify the research as good, mediocre, or not enough
information to be worthwhile and valid for my study. Chapter four has
significance because it helps the educator understand why media is important to
add in conjunction with text. I personally use media all the time to
spice up lessons, and in most of my students words (not mine) “boring” math
presentations can become fun and humorous with the use of different types of
media. Both of the chapters are important in developing an ISD
project. Having your ISD project backed by “good research” gives it
validity, and in laymen's terms it has shown you have done your homework.
In our dependent technological society that we live in, we expect media to be
present in almost everything that we come across. I am currently
implementing everything in chapter three and four within my classroom. I
plan to use utilize my knowledge gained in chapter three a great deal, once I
complete my degree, in order to “stick up” for things that I believe in, that
per se upper administration in my district will not acknowledge without the
proper research to support my
claim.
References
Clark, R.C., & Mayer, R.E.
(2011). E-learning and the science of instruction: Proven guidelines for consumers
and designers of multimedia learning (3rd ed.). San Francisco, CA: Wiley &
Sons.
