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          It is evidence-based practice simply means that the principles being used in course design are based upon what research has shown to be effective.  This can apply to various situations, not simply instructional methods.  In chapter 3 of the textbook, e-Learning and the Science of Instruction, the authors deal with what research has to say in regards to evidence-based practice in e-learning and design.  Also, in chapter 4 of e-Learning and the Science of Instruction written by Clark and Mayer discuss the Cognitive Theory and research evidence.  Research conducted in e-learning courses has shown that students prefer when graphics are included in instruction rather than words alone. 

          The cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world as well as the material at hand. Even though students prefer when pictures are included, they are more likely to understand graphical material when they engage in active learning.  When active learners engage in relevant cognitive processing, such as attending to the content in the lesson, mental organizing of the information goes into material coherent cognitive representation.

          Instead of presenting words alone, it has been recommended to present words along with graphics in order for active learners to understand the material. Clark and Mayer (2011) write that there is evidence that students learn better when words and pictures are used together rather than words alone.  In addition, multimedia presentation can encourage learners to engage in active learning by mentally representing the material in words and in picture as well making connections mentally between pictures and words (p. 71).

          The authors believe that there are three approaches to research on instructional effectiveness.  The three opinions are:  what works, when does it work, and how does it work.  What works refers to how or if a certain instructional method causes learning when it is used effectively.  The question when does it work is in reference to whether or not an instructional method is more beneficial to some students than others.  How does it work is the final question which answers what learning processes decide if a particular instructional method will be successful. 

          When trying to find good research there are a couple of steps which should be followed.  First of all, one must make sure that the research was conducted under similar circumstances.  Secondly, one must select research gathered using sound research methods and one which uses experimental comparisons.  Experimental comparisons should consist of three main components:  experimental control, random assignment, and appropriate measures.  There must be a control group in order for the experiment to gather valid findings.  It is important to have experimental control because if there are too many variables within a study, than the conclusions will not be valid.  The sampling of study participants must be random in order to ensure a wide variety of participants are represented.  When examining the study’s findings, the report needs to include the mean, standard deviation, and sample size of each group.  This data, if included in the report, is referred to as appropriate measures. 

If a research study has come to the conclusion that the findings for both the control group as well as the experimental groups are the same there is no effect between the two groups. There are six reasons why a study might conclude that the control was not affected by the particular circumstance.  Clark and Mayer list the reasons as: ineffective treatment of the control, inadequate sample size, insensitive dependent measure, inadequate treatment implementation, insensitivity to learners, and confounding variables.  One of these six reasons could be why researchers could not see a difference between the sample groups if the findings are the same.  After finding a research study that fits all the appropriate criteria, the research statistics must be interpreted.  Averages, or means, are used to show how most participants did, while the standard of deviation is used to show how spread out the scores are.

          A study is found to have statistical significance when there is a probability less than .05.  When a study is said to have statistical significance the study has a less than 5% chance of being wrong and a 95% of being right.  A study is found to have practical significance when the effect size, that is how strong the effect is, is greater than .5.  To find the effect size, a researcher would subtract one mean score from the other and then take the difference and divide that by the standard deviation of the control group.  This number will show how many more standard deviations one group has over the others, also known as effect size.  An effect size of .2 is too small to study, .5 is considered moderate, and .8 or higher is considered a large effect size.  Clark and Mayer found that effect sizes greater than .5 should be studied further as these have demonstrated that they increase learning scores beyond half of a standard deviation.

It can be difficult to select relevant research.  There are five questions to contemplate while searching.  First, determine the similarities between the learners in the research and the learners in one’s study.  Typically, relevant studies are focused on college or adult age learners.  Next, investigate as to whether or not the research results are experimental based.   The study should have control groups as well as randomly assigned test groups.   The third question to ask is whether or not the experimental results are replicated.  Relevant research will show study conclusions from a variety of sources and studies that have been replicated.  The fourth question to ask is whether or not the study has tests that evaluate application.  Finally, ask whether or not data analysis displays practical significance as well as statistical significance.  Statistical significance should be .05 or less while practical significance should have an effect size of .5 or greater.

Reflection:

          Based on the reading, of Chapter 3 and 4, I truly agree with the authors of this book, due to me as an active learning.  When growing up, many of the pictorial, versus text, I could not get an understanding of the material until; I started looking at the pictures, and the media of the contents.  Also, to add, I have seen my nephew at the age of one year old, and he is learning by graphics and how to identify them.  In my nephews active learning, I see Cognitive theory is in operational, due to the fact in how his development of his thoughts about learning.

          I agree that three opinions are:  what works, when does it work, and how does it work.  According to my nephew, the instructional method that we are using such as pictorial is causing him how to learn. Even though he is 1 years old, though this mean of learning, he is grasping the contents.

Reference

Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco: Pfeiffer