e-Learning and the Science of Instruction

CHAPTER 15 Who’s in Control? Guidelines for e-Learning Navigation

CHAPTER SUMMARY

Learner control is implemented by navigational features such as forward/back/replay buttons, slider bars, menus, site maps, and links that allow learners to select the topics and instructional elements they prefer as well as manage their pace through a lesson. With two exceptions, there is little consistent evidence to support high levels of learner control. First, learners with high prior knowledge can typically make good choices under conditions of high learner control. Learner control does them no harm and can be helpful in some cases. Second, based on the segmentation principle summarized in Chapter 10, learners should have control over their pacing in a complex lesson, allowing them to progress through the segments at their own rate but in the sequence defined by the lesson topics.

Some alternatives to learner control that we define and review in this chapter include shared control, advisement, and recommender systems. Evidence on these alternatives, however, is insufficient to make firm recommendations regarding their use.

In this chapter we describe evidence and examples for the following principles:

• Give experienced learners more control.
• Make important instructional events the default.
• Consider alternatives such as shared control, advisement, or recommender systems.
• Give pacing control to all learners.
• Offer navigational support in hypermedia environments.

Design Dilemma: You Decide ...