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.
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