Principles Application in E-Learning

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Table of Contents

Introduction
Modality Principle
Redundancy Principle
Coherence Principle
Personalization Principle
Video review and recommendations
Conclusion
References

Introduction

In e-learning, there are various concepts, principles and theories that variably impact the process of dissemination and reception of information. As a matter of fact, in order for adequate learning to take place, there is need for various essentialities to be keyed in appropriately. In this paper, focus is going to be on highlighting how the principles of modality, redundancy, coherence and personalization influence e-learning.

In doing so; relevant concepts, ideas, facts and authoritative scholarly opinion on cross-cultural negotiations from relevant books and articles will be used to further the arguments presented herein. Additionally, a video review and a succinct analysis of the usage of fitting e-learning principles will also be presented to exemplify the importance of these learning principles.

Modality Principle

In e-learning, several researchers have reportedly been able to evidentially find that the presentation of words in audio results in better learning when compared to words presented on on-screen text. This design theory which supports the use of audio narration, instead of on screen text, is what most e-learners refer to as the modality principle (Mayer & Moreno, 1998, p.1-3).

Based on cognitive research from various scholarly quarters, supporters of the modality principle recommend that words should be presented in spoken form rather than in printed form—whenever the usage of graphics is entailed in the learning process simultaneously with the use of words.

In this context, graphics essentially refer to the use of pictorial tools like animations, a series of static frames or even videos during a given learning presentation. A justification for the stipulations of the modality principle and its usage in design is briefly given below.

The main driving idea behind the modality principle is that instructional methods that overload our working memory tend to make e-learning quite difficult. In other words, most learners are usually at risk of facing overload whenever they are forced to process graphics and printed words (which also refer to the graphics) all at the same time.

This happens because, when the learner is busy trying to read printed words, he or she cannot fully understand the meaningfulness of the graphics—especially when these words and graphics are presented at the same time at a rapid speed.

It is for this reason that, when presenting words and graphics (which are explained by words all at the same time), supporters of the modality principle recommend that spoken, rather than printed text, is used to ease processing of the information and thus reducing overloads(Mayer & Moreno, 1998, p.1-5). During this process, verbal material enters the cognitive system through the ears and is processed in the verbal channel while the graphics enter through the eyes and are processed in the visual channel. Resultantly, no channel is overloaded yet both words and pictures are processed amiably.

Redundancy Principle

In order to understand the assertions of this principle, it is elemental that we begin by assessing the meaning of redundancy. According to Chandler and Sweller (1992, p.233-240), redundancy simply refers to the repetition of certain elements of learning which, effectually, inhibit the process of learning.

It, therefore, follows that the redundancy principle asserts that one should not add on-screen text to narrated graphics. Visuals should thus be explained with words in either audio or text but not both since the simultaneous use of both audio and text results in redundancy which inhibits proper learning (Chandler & Sweller, 1992, p.240).

Principally, the redundancy principle is based on the theoretical argument that most people tend to learn better from animation and narration rather than from animation, narration and on-screen text being redundantly used simultaneously.

With regards to this theory, it has been studied that a good number of learners normally more attention to printed words than they do to accompanying graphics.

Since the cognitive theory of multimedia learning states that people usually have separate channels for processing verbal and visual material; the redundancy theory states that cognitive resources are usually wasted in trying to process both spoken and printed words simultaneously. In effect, this wastage caused by redundancy leads to detraction of the learning process (Chandler & Sweller, 1992, p.233-242)

In this theory, less content to digest by the learner is believed to lead to better focus thus orienting better learning. However, just like most principles, there are certain exceptions that the redundancy theory allows. For example, whenever it is hard to process (see or hear) words like in technical subjects or foreign languages; the redundancy theory supports the simultaneous use of both text and narration.

Coherence Principle

According to Muller et al. (2008, p.11), “The coherence principle states that all non-essential information in multimedia messages should be eliminated to minimise [sic] demands on cognitive resources.” In simpler terms, whenever the purpose of a graphic or text is to help instruct someone (regardless of whether it is e-learning or not); then all learning elements present in that page should be absolutely necessary. This way, the learner only absorbs relevant information thus maximizing his or her learning.

In this principle, extra elements inform of texts sounds or graphics in the multimedia message are considered as distracting thus limiting the efficiency of the learning process (Clark & Mayer, 2003, p.133). According to Muller et al. (2008, p.211-221), these distractive extra details are sometimes referred to as “seductive details” because they seem appealing to our senses when in real sense, they do not help better our learning process.

By removing these details, e-learners are able to focus and concentrate on essential stuff in the multimedia message thus increasing his/her ability to fully comprehend that which is being taught (Miller et al., 2008, p.215-220). This greatly helps in bettering the learning process.

Personalization Principle

In this principle, it is scholarly purported that people tend to lean more deeply from multimedia lesson whenever the learners experience increased social presence. Essentially, this heightened social experience results from the following reasons.

Firstly, a conversational style, rather than a formal style of communication is used. Here, the use of social cues is encouraged based on the belief that they normally engage our minds thus orienting deeper cognitive processing and learning (Mayer et al., 2004, 389-392).

Secondly, there is effective use of on-screen coaches to better the learning process. In the use of on-screen coaches, technically programmed human coaches are used as guides by learners thus making them feel confident and safe of the learning process (Mayer et al., 2004, 389-392)

Thirdly, the coaches/tutors/authors are made visible to make the learners feel more personalized. The use of “third-person-authors” is viewed as a turn-off to learners thus avoided (Mayer et al., 2004, 390-394).

In the personalization principle, all the tools used are meant to give the e-learners a personalized experience which boosts the manner in which they respond to the learning. Over the recent times, several experiences have been personalized in the world of e-learning (Mayer et al., 2004, 389-395). In effect, this has increased the number of users who rely on online learning forums.

Video review and recommendations

In the case video provided by MrB252 (2007), regarding the addition and subtraction of fractions with unlike denominators, it is inherently commendable to begin by saying that the tutor has appropriately used sound to augment the textual explanations of how to go about solving the problem.

In addition, the use of color red, blue and black to distinctly separate his explanations from the original text is hugely commendable as it clearly showcases the progress being made by the tutor. However, in accordance to the application principles of e-learning, I feel that the following issues should be changed.

To begin with, as per the coherence principle, elements such as graphics, texts or sounds should only be used when necessary. In this case, the pictures of the apples and oranges have been needlessly placed in the message and do not serve any useful purpose, except distracting seducing the viewer, and should therefore be removed.

Again, very few personalized tools have been used to augment personalization of the message. According to the personalization principle, communication should be done conversationally rather than informally, online coaches can be used or even the presence of the author can be used to make the learners feel that the message is personally directed to them. In the video, we are not able to see the author, the use of coaches is not evident and the mode of addressing the learners is more formal rather than conversational. Such changes should therefore be made.

Conclusion

From the discussions made in this paper, it is evidently clear that, when careful attention is paid to the afore-mentioned principles; learners and their educators are bound to benefit immensely since the principles augments focus and attention to the content that is being presented to them. Proliferation and betterment of these principles should therefore be heralded by learners and their tutors, alike.

References

Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62 (2), 233–246.

Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. San Francisco, CA: Jossey-Bass/Pfeiffer.

Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96 (2), 389-395.

Mayer, R. E. & Moreno, R. (1998). A cognitive theory of multimedia learning: implications for design principles. Web.

MrB252. (2007). Adding and subtracting fractions with unlike denominators. Web.

Muller, D. A., Lee, K. J., & Sharma, M. D. (2008). Coherence or interest: which is most important in online multimedia learning? Australasian Journal of Educational Technology, 24(2), 211-221.

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