"If you design online learning, e-Learning and the Science of Instruction is a 'must read.' Unlike all the pontificating and conjecture that's been published about elearning, this important work details the evidence-based findings that provide practical guidelines for effective online instructional design. For me, this book is the 'bible' of our profession."

—Peter Orton, Ph.D., IBM Center for Advanced Learning

　　"The partnership between Ruth Clark and Richard Mayer in writing successive editions of e-Learning and the Science of Instruction has provided us with one of the most important collaborations in our discipline. Their ability to communicate complex concepts in clear, indeed sparkling prose is unrivalled. In e-Learning and the Science of Instruction, we have a book for everyone including students, professional instructional designers and researchers."

—John Sweller, professor, School of Education, University of New South Wales

　　"For the experienced instructional designer, having this supportive research provides the rationale needed to obtain consensus from a training development team."

—David L. Bennett, senior training program developer, Northrop Grumman Shipbuilding

　　"Graduate students, undergraduate students, or employees responsible for designing and developing educational software will benefit from e-Learning and the Science of Instruction. It opens your eyes to interesting ideas that you have never thought of when designing an e-course."

—Thair Hamtini, chairman of the computer information systems department, The University of Jordan

Acknowledgments
Introduction
Ch1: e-Learning: Promise and Pitfalls
Ch2: How Do People Learn from e-Courses?
Ch3: Evidence-Based Practice
Ch4: Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone
Ch5: Applying the Contiguity Principle: Align Words to Corresponding Graphics
Ch6: Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text
Ch7: Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both
Ch8: Applying the Coherence Principle: Adding Material Can Hurt Learning
Ch9: Applying the Personalization Principle: Use Conversational Style and Virtual Coaches
Ch10: Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts
Ch11: Leveraging Examples in e-Learning
Ch12: Does Practice Make Perfect?
Ch13: Learning Together Virtually
Ch14. Who’s in Control? Guidelines for e-Learning Navigation
Ch15: e-Learning to Build Thinking Skills
Ch16: Simulations and Games in e-Learning
Ch17: Applying the Guidelines