Introduction to Word 365 and Google Docs workshop

Forum 6 Web post for EDUC 633 Group 1 ISD Project.

Chapter Three: Evidence‐Based Practice

Clark and Mayer (2016) E-Learning and The Science of Instruction

            This is a review of chapter three in Clark and Mayer (2016) E-Learning and The Science of Instruction.  Chapter three examines evidence-based practices.   Clark and Mayer (2016) state that instructional programs require high-quality research which they referred to as good research.  They stated that good research remains the guiding principle with evidence-based practices.  The chapter explains what constitutes good research listing three approaches to research: (Clark & Mayer, 2016)

•   how to interpret experimental comparisons
•   how to interpret research statistics
•   how to understand the boundary conditions of evidence‐ based recommendations

Clark and Mayer (2016) explain that when designing a course, one could base their design on a variety of sources, such as: fads, opinions, politics, ideology, or common sense.  However, they suggest a different approach to consider…research.  They purpose utilizing instructional method that demonstrate effective high-quality research.  One could choose to follow common practice, but Clark and Mayer (2016) asks does it work?  This chapter summarizes those research approaches and outcomes on how to best design e-learning for instructional effectiveness.  Clark and Mayer (2016) explain that multiple methods of research can be helpful in determining instructional effectiveness; including experiments, factorial experiments, observational-qualitative, observational-quantitative, synthetic-qualitative, and synthetic- quantitative.  They suggest being fastidious when examining research.  Suggesting that this can be done by choosing the studies that meet certain criteria.  Those criteria are: experimental control, random assignment, and appropriate measures.  Clark and Mayer (2016) state that there is a need for more research on each instructional methods effectiveness to create a meta-analysis.  They citied one meta-analysis that revealed graphics with text are more effective for low-knowledge learners.  The chapter was concluded with what to look for in e-learning that focuses on evidence-based practices.  Clark and Mayer (2016) suggested selecting e-lessons that are based on research evidence of the following criteria: the methods, content, learners, and context are like yours; the experimental group outscores the control at a significance level of p < .05; and the effect size favoring the experimental group equals or exceeds .5.

This chapter provided valuable information regarding the utilization and how to choose instructional design research for e-learning.  The chapter suggested not following common place design practices, citing that those past practices may be inefficient.  I believe this to be true.  What has worked in traditional classrooms most likely will not work in an e-learning environment.  It is important to remember that the e-learning classroom is equivalent not identical even if the desired outcomes are the same.  Not only did the chapter suggest utilizing research based instructional design practices, it explained how to determine which research would be appropriate or even good research for that matter.  I am sure we all have seen bogus research presented with bias to further an agenda.  Knowing how to determine good research may be the most important aspect of this chapter in my opinion.  The sample size and how the sample was acquired remains significant.  This chapter did not change my views regarding educational technology, except maybe to enhance it.  The chapter does relate to the ISD project as it explains the importance of evidence-based practices for instructional designs.  Research does not only illuminate best practice, it also reveals educational needs.  This is relevant to my future goals as I desire to work with underrepresented group to facilitate academic attainment.  Evidence-based practices will help guide my path to achieve my goals… “but test them all; hold on to what is good” (1 Thessalonians 5:21 New International Version).

Reference

Clark, R.C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4thed.). San Francisco, CA: Wiley & Sons.

Since I am still ill, I decided to do another creative approach to the video forum this week.  References did not show up well on the video so I included them below.  Thank you for watching!

YouTube link:
https://youtu.be/x3HZs210L4U

References

Garrison, D.R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). New York: Routledge Falmer.

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476. doi:10.1002/berj.3215

Williams, D. D., Hricko, M., & Howell, S. L. (2006). Online assessment, measurement, and evaluation: Emerging practices. Hershey, PA: IGI Global. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=136235&site=ehost-live&scope=site

Xiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. International Review of Education, 64(2), 241-263. doi:10.1007/s11159-018-9710-5