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| Acknowledgments | |
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| Preface | |
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| Introduction | |
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| e-Learning: Promise and Pitfalls | |
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| The e-Learning Bandwagon | |
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| What Is e-Learning? | |
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| Self-Study vs | |
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| Virtual Classroom e-Learning | |
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| e-Learning Development Process | |
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| Two Types of e-Learning Goals: Inform and Perform | |
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| Is e-Learning Better? Media Comparison Research | |
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| What Makes e-Learning Unique?e-Learning: The Pitfalls | |
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| What Is Good e-Courseware?Learning in e-Learning | |
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| How Do People Learn from e-Courses | |
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| How Do People Learn? | |
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| How Do e-Lessons Affect Human Learning? | |
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| What Is Good Research? | |
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| How Can You Identify Relevant Research? | |
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| How Do You Interpret Research Statistics? | |
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| What We Don't Know About Learning | |
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| Applying the Multimedia Principle: Use Words and Graphics, Rather Than Words Alone | |
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| Do Visuals Make a Difference? | |
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| Multimedia Principle: Include Both Words and Graphics | |
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| Some Ways to Use Graphics to Promote Learning | |
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| Psychological Reasons for the Multimedia Principle | |
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| Evidence for Using Words and Pictures | |
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| The Multimedia Principle Works Best for Novices | |
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| Should You Change Static Illustrations into Animations? | |
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| What We Don't Know About Visuals | |
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| Applying the Contiguity Principle: Align Words to Corresponding Graphics | |
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| Contiguity Principle | |
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| Place Printed Words Near Corresponding Graphics | |
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| Contiguity Principle | |
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| Synchronize Spoken Words with Corresponding Graphics | |
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| Psychological Reasons for the Contiguity Principle | |
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| Evidence for Presenting Printed Words Near Corresponding Graphics | |
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| Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics | |
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| What We Don't Know About Contingency | |
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| Applying the Modality Principle: Present Words as Audio Narration, Rather Than On-Screen Text | |
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| Modality Principle: Present Words as Speech Rather Than On-Screen Text | |
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| Limitations to the Modality Principle | |
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| Psychological Reasons for the Modality Principle | |
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| Evidence for Using Spoken Rather Than Printed Text | |
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| When the Modality Principle Applies | |
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| What We Don't Know About Modality | |
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| Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text: Not Both | |
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| Redundancy Principle | |
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| Do Not Add On-Screen Text to Narrated Graphics | |
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| Psychological Reasons for the Redundancy Principle | |
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| Evidence for Omitting Redundant On-Screen Text | |
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| Redundancy Principle | |
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| Consider Adding On-Screen Text to Narration in Special Situations | |
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| Psychological Reasons for Exceptions to Redundancy Principle | |
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| Evidence for Including Redundant On-Screen Text | |
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| What We Don't Know About Redundancy | |
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| Applying the Coherence Principle: Adding Interesting Material Can Hurt Learning | |
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| Coherence Principle | |
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| Avoid e-Lessons with Extraneous Audio | |
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| Psychological Reasons to Avoid Extraneous Audio in e-Learning | |
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| Evidence for Omitting Extraneous Audio | |
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| Coherence Principle | |
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| Avoid e-Lessons with Extraneous Graphics | |
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| Psychological Reasons to Avoid Extraneous Graphics in e-Learning | |
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| Evidence for Omitting Extraneous Graphics | |
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| Coherence Principle | |
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| Avoid e-Lessons with Extraneous Words | |
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| Psychological Reasons to Avoid Extraneous Words in e-Learning | |
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| Evidence for Omitting Extraneous Words Added for Interest | |
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| Evidence for Omitting Extraneous Words Added to Expand on Key Ideas | |
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| Evidence for Omitting Extraneous Words Added for Technical Depth | |
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| What We Don't Know About Coherence | |
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| Applying the Personalization Principle: Use Conversational Style and Virtual Coaches | |
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| Personalization Principle | |
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| Use Conversational Style Rather Than Formal Style | |
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| Psychological Reasons for the Personalization Principle | |
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| Evidence for Using Conversational Style | |
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| Promote Personalization Through Voice Quality | |
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| Promote Personalization Through Polite Speech | |
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| Personalization Principle | |
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| Use Effective On-Screen Coaches to Promote | |