Chapters 3-4 Webliography

Chapter 3 Evidence-based Practice

Summary

Evidence-based practice simply means that the principles being used in course design are based upon what research has shown to be effective.  This can apply to various situations, not simply instructional methods.  In chapter 3 of the textbook, e-Learning and the Science of Instruction, the authors deal with what research has to say in regards to evidence-based practice in E-learning and design.  The authors believe that there are three approaches to research on instructional effectiveness.  The three opinions are:  what works, when does it work, and how does it work.  What works refers to how or if a certain instructional method causes learning when it is used effectively.  The question when does it work is in reference to whether or not an instructional method is more beneficial to some students than others.  How does it work is the final question which answers what learning processes decide if a particular instructional method will be successful. 

When trying to find good research there are a couple of steps which should be followed.  First of all, one must make sure that the research was conducted under similar circumstances.  Secondly, one must select research gathered using sound research methods and one which uses experimental comparisons.  Experimental comparisons should consist of three main components:  experimental control, random assignment, and appropriate measures.  There must be a control group in order for the experiment to gather valid findings.  It is important to have experimental control because if there are too many variables within a study, than the conclusions will not be valid.  The sampling of study participants must be random in order to ensure a wide variety of participants are represented.  When examining the study’s findings, the report needs to include the mean, standard deviation, and sample size of each group.  This data, if included in the report, is referred to as appropriate measures. 

If a research study has come to the conclusion that the findings for both the control group as well as the experimental groups are the same there is no effect between the two groups. There are six reasons why a study might conclude that the control was not affected by the particular circumstance.  Clark and Mayer list the reasons as: ineffective treatment of the control, inadequate sample size, insensitive dependent measure, inadequate treatment implementation, insensitivity to learners, and confounding variables.  One of these six reasons could be why researchers could not see a difference between the sample groups if the findings are the same.  After finding a research study that fits all the appropriate criteria, the research statistics must be interpreted.  Averages, or means, are used to show how most participants did, while the standard of deviation is used to show how spread out the scores are.  A study is found to have statistical significance when there is a probability less than .05.  When a study is said to have statistical significance the study has a less than 5% chance of being wrong and a 95% of being right.  A study is found to have practical significance when the effect size, that is how strong the effect is, is greater than .5.  To find the effect size, a researcher would subtract one mean score from the other and then take the difference and divide that by the standard deviation of the control group.  This number will show how many more standard deviations one group has over the others, also known as effect size.  An effect size of .2 is too small to study, .5 is considered moderate, and .8 or higher is considered a large effect size.  Clark and Mayer found that effect sizes greater than .5 should be studied further as these have demonstrated that they increase learning scores beyond half of a standard deviation.

It can be difficult to select relevant research.  There are five questions to contemplate while searching.  First, determine the similarities between the learners in the research and the learners in one’s study.  Typically, relevant studies are focused on college or adult age learners.  Next, investigate as to whether or not the research results are experimental based.   The study should have control groups as well as randomly assigned test groups.   The third question to ask is whether or not the experimental results are replicated.  Relevant research will show study conclusions from a variety of sources and studies that have been replicated.  The fourth question to ask is whether or not the study has tests that evaluate application.  Finally, ask whether or not data analysis displays practical significance as well as statistical significance.  Statistical significance should be .05 or less while practical significance should have an effect size of .5 or greater.

Reflection

I believe that this chapter is of great importance to educators in all fields.  Our standards are based upon methods which have been proven to be effective by research data.  It is only fitting that we as educators are able to select research that is valuable, and use it to find the best practices for use in the classroom.  In reading this chapter, I was reminded of how we use research data to guide our instructional design and planning.  We must base our lessons upon what has been proven to be of value, not simply what we feel like doing.  There must always be purpose behind what is done in the classroom.  This chapter can be applied to our ISD project in a couple of different ways.  First of all, the ISD project should be created with an end purpose and goal in mind.  Secondly, the project should be built on standards and what has been proven to be effective by research.  After graduation I will use the information learned in this chapter as I develop content for classroom use.  At the present time I am planning on working in a classroom as a teacher, and teachers must use data to guide planning.  Before I am able to do that, I need to know how to select appropriate data and interpret the results of the research which this chapter taught me to do. 

Reference

Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco: Pfeiffer.

 Chapter 4 Applying the Multimedia Principle

Summary

Chapter 4 of E-Learning and the Science of Instruction written by Clark and Mayer discusses the Cognitive Theory and research evidence.  Research conducted in e-learning courses has shown that students prefer when graphics are included in instruction rather than words alone.  The cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world as well as the material at hand.

Even though students prefer when pictures are included, they are more likely to understand graphical material when they engage in active learning.  When active learners engage in relevant cognitive processing, such as attending to the content in the lesson, mental organizing of the information goes into material coherent cognitive representation.

Instead of presenting words alone, it has been recommended to present words along with graphics in order for active learners to understand the material. Clark and Mayer (2011) write that there is evidence that students learn better when words and pictures are used together rather than words alone.  In addition, multimedia presentation can encourage learners to engage in active learning by mentally representing the material in words and in picture as well making connections mentally between pictures and words (p. 71).

Reflection

                As a visual learner, I see the importance of including graphics along with teaching content.  If I can see a visual display of information it is much easier for me to picture and sustain the concept in my long-term memory rather than if I am simply reading the content.  In the field of distance education I believe that it is very important to incorporate visuals since learners are at the disadvantage of not being in the room with instructors during lectures.  Visuals need to be used to support what is being taught.  Visuals should not be inserted in a lesson just to make it look pretty; they should be used with purpose.  My views did not really change about instructional design because I am a visual learner; I understand the large role graphics can fill.  Using graphics will be important in the ISD project because it can allow us to demonstrate exactly what we want the learners to be doing, and what their tablet screen should look like.  It allows us to include step-by-step detailed pictorial directions.  As a kindergarten teacher the students I work with are very concrete learners.  To understand many of the concepts I am trying to teach them I have to show them a real object or a picture.  Since they are so young, their schema’s do not always include things we would find common place as we grow older.                  

Reference

Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco: Pfeiffer.