Gary J. Anglin

Research on Cognitive Load Theory: Application to E-Learning

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.

Role of Visual Richness in Picture Recognition Memory

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.

Reference citations in selected instructional design and technology journals, 1985–1990

This article reports on a bibliometric research study undertaken to identify authors who are most frequently cited inEducational Technology Research and Development, Educational Communication and Technology Journal, and in theJournal of Instructional Development. Thirty-seven authors with 20 or more citations over a five-year period were identified and rank-ordered by total number of citations.

Prose-relevant pictures and older learners’ recall of written prose

Research examining the contribution of pictures to young children’s recall of prose materials suggests that pictures can be used to facilitate the recall of information presented in prose passages. Can the positive effects found with young children be extended to older learners? If picture effects are present, are they durable over time? Data collected from two experiments conducted with college students provide evidence for an affirmative answer to both questions.

The Effect of Dynamic and Static Visuals on the Recall and Comprehension of Information Using Computer-Based Instruction

AbstractThis study refutes the large body of research which provides strong evidence that static illustrations do facilitate learning for computer-based instruction. It further specifies that the conditions where animated visuals appear to facilitate learning are when the visual animated graphics are properly designed to be congruent to the context of the text content being presented, the visual animated graphics use motion as a critical attribute or for drawing the learners’ attention to specific learning material, and the material is sufficiently complex that a verbal description alone is not adequate to cause the learner to form internal visual images to help structure the information. However, the case for animated graphics was not supported based on the results of this study.

An Analysis of Success and Failures: Focusing on Learner–Content Interactions for the Next Generation of Distance Education

With each new technological innovation, we have added another layer of complexity on top of the existing classroom without seeking to redesign the very foundation on which the instruction is based. In this chapter, we will examine the lessons learned from past and present technologies to propose how to use both old and new technologies to refine and evolve the first four generations of distance education to design the next generation of distance education. In particular, we suggest that a self-regulated, individualized approach to the design of distance learning instruction should be considered. The design team approach includes a focus on designing course materials that emphasize the learner–content interactions using generative strategies.

Introduction to this special issue: Faculty intellectual property in the digital age

Prior to the third generation of distance education that is described as telelearning (Taylor 1995) or teleconferencing (Moore and Kearsley 1996), there were few questions about the ownership of a faculty member’s intellectual property. It was extremely rare for an institution to claim ownership of a professor’s class materials whether lecture notes, flip charts, overhead transparencies, audio and video recording, monographs, handouts or tests. With the advent of Internet-based distance education delivery systems including 2-way audio and video as well as online courses, the issue of intellectual property ownership has grown complex. The American Association of University Professors (AAUP) states ‘‘The materials created by faculty members for distance education courses should be treated in exactly the same fashion as materials created by faculty members for traditional courses’’ (AAUP, n.d.). This statement implies that ownership of course materials used in teaching a course delivered via distance education should be treated the same as a traditional face-to-face classroom course, that is, the faculty member owns the materials. In contrast, the American Association of Universities (1999) states ‘‘...the university should own the intellectual property that is created at the university by faculty.’’ University distance education policies, however, view ownership of distance education materials differently than traditional classroom materials. The distance education policy at California Polytechnic State University (Calpoly Polytechnic State University, n.d.) states that faculty must negotiate with the university for ownership based on current policies and contracts. The University of Nevada Las Vegas (n.d.) and Buffalo State University (n.d.) policies state that the university and faculty member are joint owners of the materials if university

The interaction of learner aptitudes with instructional treatment in quadratic inequalities

Many questions remain to be answered about the role of individual differences in learning. In the area of mathematics learning, do spatial and general reasoning abilities interact with instructional treatment? This study extends a series of earlier studies examining the interaction between aptitudes and instructional treatment. One treatment was strong in verbal-pictorial-numeric content; the other treatment was strong in verbal-symbolic-numeric content. Interactions between instructional treatment and the aptitudes are reported.

Considering the Future of Brick and Mortar Universities

Shrinking budgets, retention, funding based on results, and tuition costs are just a few of the issues that are impacting higher education (American Association of State Colleges and Universities 2012). With shrinking budgets there is a move toward new budgeting approaches and renewed interest in entrepreneurial roles and initiatives for universities (Thorp and Goldstein 2010). A well-known approach referred to as Responsibility Center Budgeting (RCB) decentralizes the budgeting process, is priority driven, and promotes more budget authority at the college and department level with accompanying responsibly (Whalen 1991). The adoption of a RCB model is consistent with the renewed focus on entrepreneurial initiatives in higher education. In a priority driven organization, accomplishment of the priorities is a primary goal and resources are allocated to accomplish primary goals. One primary goal of any college or university is teaching. In this special issue of JCHE, Mazoué identifies critical issues and suggests a general solution if colleges and universities want to continue to be viable teaching and learning organizations in the future. Mazoué discusses four trends that he believes are ‘‘not simply agents of disruptive innovation but rather are catalysts of institution disintegration’’ for the academy. Mazoué believes that these trends are and will challenge what he calls ‘‘campuscentric orthodoxy’’. In the four papers that follow Mazoué’s, contributors to this special issue provide their reactions to Mazoué’s perspective and claims.