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The purpose of this book is to document sample lessons based on our What Works in Distance Learning:Guidelines (O’Neil, 2005). The intent is to provide an instantiation of our various distance learning guidelines.An overarching goal of our research was to create a robust and clear set of design guidelines and example lessonsto support the next generation of distance learning systems.Each lesson in this book constitutes a case (Mayer, 2005) or partially worked example (Kalyuga, Chandler,Touvinen, & Sweller, 2001). A case is a description of a realistic problem scenario that is relevant to a particularprofession or field of study (e.g., a case may be a distance learning lesson showing various instructors tryingto design a lesson on a particular topic). A common topic could be, for example, how car brakes work, asurgery procedure, or electronics troubleshooting procedures (Mayer, 2003, 2005). In this book, the case formatwas useful for the guidelines developed for multimedia strategies, instructional strategies, and assessmentstrategies. A different format was used for the learning strategies, self-regulation strategies, and managementstrategies guidelines.The basic methodology in developing the guidelines for distance learning consisted of a research synthesis,conducted by experts, using analytical methods, on what is known about what works in distance learning.Research in the literature was reviewed for design flaws, and only studies with robust designs were included. Also, we included only those entries forwhich research evidence and expert opinion were stable and consistent. Furthermore, we decided that this information would be provided to researchers,instructors, program managers, and instructional or assessment designers in a 'What Works' format, that is, What Works in Distance Learning. Weadopted many of the conventions of What Works: Research About Teaching and Learning (U.S. Department of Education, 1986, 1987). Our goal fornon-researchers was to translate the research findings into clear and comprehensible statements that we think can help users to guide their practice. Forboth researchers and non-researchers, the references cited for each finding provide an avenue to seek additional information. The guidelines are documentedin O’Neil (2005).
