Thirty years of research on online learning

Summary This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by deve...

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Veröffentlicht in:Applied cognitive psychology Jg. 33; H. 2; S. 152 - 159
1. Verfasser: Mayer, Richard E.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bognor Regis Wiley 01.03.2019
Wiley Subscription Services, Inc
Schlagworte:
CAI
Cognition
Cognitive ability
Cognitive load
Cognitive Measurement
Computer assisted instruction
Data processing
Design
digital learning
Distance learning
Educational Media
Educational Research
Electronic Learning
Evidence Based Practice
Experiments
Information processing
Instructional Design
Internet
Learning
Learning environment
Learning Theories
Mass media effects
Metacognition
Motivation
Multimedia
Multimedia Instruction
multimedia learning
Nervous system
Neurosciences
Online Courses
Online instruction
online learning
Research design
science of learning
Self evaluation
Teaching
Teaching Methods
Theory
ISSN:0888-4080, 1099-0720
Online-Zugang:Volltext
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Abstract Summary This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.
AbstractList This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.
This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research-based principles of instructional design), and the science of assessment (as exemplified by supplementing self-report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value-added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.
Summary This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.
Author Mayer, Richard E.
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Snippet Summary This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online...
This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction...
This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction...
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SubjectTerms CAI
Cognition
Cognitive ability
Cognitive load
Cognitive Measurement
Computer assisted instruction
Data processing
Design
digital learning
Distance learning
Educational Media
Educational Research
Electronic Learning
Evidence Based Practice
Experiments
Information processing
Instructional Design
Internet
Learning
Learning environment
Learning Theories
Mass media effects
Metacognition
Motivation
Multimedia
Multimedia Instruction
multimedia learning
Nervous system
Neurosciences
Online Courses
Online instruction
online learning
Research design
science of learning
Self evaluation
Teaching
Teaching Methods
Theory
Title Thirty years of research on online learning
URI https://onlinelibrary.wiley.com/doi/abs/10.1002%2Facp.3482
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1262953
https://www.proquest.com/docview/2190234280
Volume 33
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