Contiguity: Corresponding graphics and printed text should be close to each other on the screen. Corresponding graphics and audio text should be appropriately timed. (pp. 80, 86)
Multimedia: E‐learning instruction should include words and graphics that support learning, rather than words alone. (p. 56)
Redundancy: Explain visuals with words in audio or text: not both. (p. 117)
Modality: Words should be in spoken form rather than printed form whenever a graphic is the focus of the words and both are presented at the same time. (p. 101)
Coherence: Avoid adding interesting information (e.g., audio, graphics, and text) that does not support the learning objectives. (p. 135)
Personalization: Use a conversational style of language rather than a formal style. Use effective onscreen coaches (agents) to promote learning. (p. 157)
Pretraining: Before the actual content presentation begins, provide pretraining on the names and characteristics of key concepts in a complex lesson. (p. 191)
Segmenting: In lessons with complex content, break a lesson into smaller parts, presented one at a time. (p. 186)
The following is an example of which e-learning principle that addresses the need to remove unnecessary extra information?
The following is an example of which e-learning principle that helps learners process new information through smaller segments?
The following is an example of which three e-learning principles focusing on information processing?
The following is an example of which e-learning principle that focuses on creating connections and community?
The following is an example of which e-learning principle that addresses the two information processing channels: visual/pictorial and auditory/verbal?
The following is an example of which e-learning principle that helps to manage learners' cognitive load?
Description | Match: |
The following is an example of which e-learning principle that helps to manage learners' cognitive load?
| Pretraining: Before the actual content presentation begins, provide pretraining on the names and characteristics of key concepts in a complex lesson. (p. 191) |
The following is an example of which three e-learning principles focusing on information processing? | Contiguity: Corresponding graphics and printed text should be close to each other on the screen. Corresponding graphics and audio text should be appropriately timed. (pp. 80, 86)
Multimedia: E‐learning instruction should include words and graphics that support learning, rather than words alone. (p. 56)
Redundancy: Explain visuals with words in audio or text: not both. (p. 117)
|
The following is an example of which e-learning principle that focuses on creating connections and community? | Personalization: Use a conversational style of language rather than a formal style. Use effective onscreen coaches (agents) to promote learning. (p. 157) |
The following is an example of which e-learning principle that addresses the two information processing channels: visual/pictorial and auditory/verbal?
| Modality: Words should be in spoken form rather than printed form whenever a graphic is the focus of the words and both are presented at the same time. (p. 101) |
The following is an example of which e-learning principle that helps learners process new information through smaller segments?
| Segmenting: In lessons with complex content, break a lesson into smaller parts, presented one at a time. (p. 186) |
The following is an example of which e-learning principle that addresses the need to remove unnecessary extra information?
| Coherence: Avoid adding interesting information (e.g., audio, graphics, and text) that does not support the learning objectives. (p. 135) |