Elements of a Science of E-Learning

Mayer, Richard E.

doi:10.2190/yjlg-09f9-xkax-753d

Cited by 144 publications

(93 citation statements)

References 27 publications

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“…Giving the students varied modes in language learning create life-story learning. This provides an impact for encouraging students to direct, deploy and comprehend how these means relate to each other (Mayer, 2003).…”

Section: Findings and Discussionmentioning

confidence: 99%

Investigating English Language Teachers in Developing Tpack and Multimodal Literacy

Drajati

Tan

Haryati

et al. 2018

Indonesian J. Appl. Linguist

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Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using quantitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21 st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers' professional development.

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Section: Findings and Discussionmentioning

confidence: 99%

Investigating English Language Teachers in Developing Tpack and Multimodal Literacy

Drajati

Tan

Haryati

et al. 2018

Indonesian J. Appl. Linguist

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“…The visuo-spatial sketchpad takes the visual input and ultimately creates a visual mental model; the phonological loop takes the verbal input and ultimately creates a verbal mental model. The two different kinds of mental models are finally mapped onto each other (Mayer, 2003). By using the capacity of both systems, more information can be processed than would otherwise be possible with only one of those systems.…”

Section: Dual-mode Effectmentioning

confidence: 99%

“…To prevent cognitive overload in students with sufficient domain knowledge, instruction should rely more on already developed schemas for guidance, rather than instructional guidance (Kalyuga et al, 2003). Experts can use their prior knowledge to compensate for this lack of instructional guidance (Mayer, 2003).…”

Section: Instructional Guidancementioning

confidence: 99%

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

2006

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Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited working memory, and instructional representations should be designed with the goal of reducing unnecessary cognitive load. However, cognitive architecture alone is not the only factor to be considered; individual differences, especially prior knowledge, are critical in determining what impact a visual representation will have on learners' cognitive structures and processes. Prior knowledge can determine the ease with which learners can perceive and interpret visual representations in working memory. Although a long tradition of research has compared experts and novices, more research is necessary to fully explore the expertnovice continuum and maximize the potential of visual representations.

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“…In all of the experiments that follow, participants were taught SDT through a click-through tutorial, which implemented visuospatial representations accompanied by explanatory text since such simultaneous presentation (of graphics and text) has been empirically shown to be effective (Mayer, 2003). To contextualize SDT, the tutorial expanded the typical description of a case study.…”

Section: Empirical Studiesmentioning

confidence: 99%