Module #13-Annoted Bibliography

#1: Clark, R. C. (2014). Multimedia learning in e-courses. In R. E. Mayer (Ed.), The

Cambridge Handbook of Multimedia Learning. (pp. 842-881). New York: Cambridge.

This chapter focuses on different parts of e-learning and shows which are better
choices for use in instruction. E-learning is commonly referred to as online learning,
includes instructional resources delivered via digital technology, including desktop
computers, notebooks, tablets, and smartphones (p. 843). This type of learning has been
researched from four different aspects. First is a comparison of traditional learning to e-
learning. Evidence shows that learning online can be as effective as the learning that takes
place in traditional classrooms. Another thing to ponder is that the learning in the online
environment is affected by the quality of the online instruction (p.849). Research says that
students often do the same and sometimes better when given e-learning opportunities as
opposed to traditional face to face learning. A combination of the two, called blended-
learning has been shown to be successful. Other principles were studied in terms of how
they affect e-learning such as the type of labs used and the types of technology used.

#2: Derry, S., Sherin M. G., & Sherin B. (2014). Multimedia learning with video.
In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 785-812).
New York: Cambridge.

People often learn as they view videos. Even instructors and teachers learn from
videos. In doing this, they can view the video and then interact with their peers that are
taking part in the same learning. Teachers can learn a lot despite their fear of technology.
Seasoned teachers feel this fear since it is new to them and their teaching style is changing.
Videos are certainly a great way for teachers to implement learning strategies and to help in
student engagement. Videos can be used to reteach, or for pre-training of certain skills.
Videos can be used to record lessons and to use as a form of reflection. The teacher can
go back and view what went right and what went wrong in a lesson. They can see how
engaged the students actually are in order to alter their teaching in the future. By using
video, teachers can look and see things they missed while teaching the lesson. Lastly,
videos can be used for what is called lesson study. Teachers can work together to create
goals and collaboratively build lessons as well as use teaching videos to gather data. The
key to using videos and having success is to get rid of redundancy by previewing and only
using what is necessary.
#3: Rouet, J. & Britt, A. (2014). Multimedia learning from multiple documents. In R. E.
Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 813-841). New
York: Cambridge.

This chapter looks at the advantage of using multiple documents versus just a single
document in instruction. It is important to build new knowledge, beliefs or opinions from
information provided by more than one source (p. 813). Also included in this discussion is
the fact that multiple sources of information can be provided in just one text. They are
embedded in the text. The problem, or concern with using more than one document is that
the reader has to interpret how to connect the ideas given. Some other things to think about
with using multiple documents are the lack of explicit cohesion cues due, for instance, to
different styles and levels of language; and the likelihood of encountering discrepant or even
contradictory explanations of s situation or phenomenon (p. 819). The sourcing principle is
important when integrating multiple documents into learning. A learner has to look at the
source of a document in order to better understand the content. The context is important to
the decoding of the text. Overall, more research is needed on the topic of multiple
documents. However, the research does show that multiple-document learning is beneficial
to learning.

#4 James, S., Swan, K., & Daston, C. (2016). Retention, Progression and the Taking
of Online Courses. Online Learning, 20(2), 189-210.

This article researches the effectiveness of online learning courses in post-secondary

schools. They studied three main groups. One group took only online courses, one group
only traditional face to face courses, and the third group took a mixture. The groups were
taken from different types of institutions based on their primary modes of coursework.
Retention rates were looked at in this study. For the most part, it was found that retention
rates were not notably affected based on the types of courses taken. What the research did
find was that enrolling in online courses and their availability will provide so many more
opportunities for access to different types of learning that otherwise would not have been
available to students.