Author
Gary J. Anglin
Bio: Gary J. Anglin is an academic researcher from University of Kentucky. The author has contributed to research in topics: Educational technology & Instructional design. The author has an hindex of 8, co-authored 22 publications receiving 371 citations.
Papers
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148 citations
TL;DR: The purpose of this article is to review and critique each of the research studies published in this special issue, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research.
Abstract: The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations for e-learning.
59 citations
Journal Article•
40 citations
Journal Article•
TL;DR: The primary purpose of this article is to provide a procedure (tool) that will help instructional designers determine if existing e-learning courses and sharable content objects are well designed instructionally, or primarily a collection of information posted as a “course” (shovelware).
Abstract: There has been a rapid proliferation of online courses and shareable content objects. These courses often include a vast array of information, yet they are not instructionally sound. The primary purpose of this article is to provide a procedure (tool) that will help instructional designers determine if existing e-learning courses and sharable content objects are well designed instructionally, or primarily a collection of information posted as a “course” (shovelware). The procedure employs a reverse engineering approach to produce an analysis of the content and instruction. An instructional design model is then used to determine the instructional adequacy of the materials.
32 citations
TL;DR: Students were shown slides of objects presented as color photographs, black-and-white photographs, simple outline drawings, or printed words and asked to discriminate the study slides from similar distractor slides.
Abstract: 25 fourth graders, 21 eighth graders, and 21 college students were shown slides of objects presented as (a) color photographs, (b) black-and-white photographs, (c) simple outline drawings, or (d) printed words. After an 8-wk. delay, students were asked to discriminate the study slides from similar distractor slides. No significant differences were found among the types of pictures. Recognition of black-and-white photographs was superior to words.
19 citations
Cited by
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TL;DR: A meta-analysis of the comparative distance education literature between 1985 and 2002 was conducted by as discussed by the authors, where 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed.
Abstract: A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset.
1,577 citations
Book•
01 Jan 1972
TL;DR: Invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages as discussed by the authors The advantages are not only for you, but for the other peoples with those meaningful benefits.
Abstract: No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.
1,262 citations
TL;DR: The authors examined three predictions concerning the effects of conceptual models on students' understanding of scientific prose: that models improve recall of conceptual information, decrease verbatim retention, and increase creative solutions on transfer problems.
Abstract: What can be done to empower students to be creative when they are faced with problems? One promising instructional technique for improving students’ understanding of scientific explanations is the use of conceptual models. This review examines three predictions concerning the effects of conceptual models on students’ understanding of scientific prose: that models improve recall of conceptual information, decrease verbatim retention, and increase creative solutions on transfer problems. In a review of 20 studies involving 31 separate tests, results consistently indicated that models can help lower aptitude learners to think systematically about the scientific material they study.
670 citations