Abstract
How can distance educators format materials so that they maximize usability and optimize learning? Several web-writing characteristics have been identified that address these questions. “Objective” writing, most analogous to educational text, presents information without exaggerations or boasting. “Concise” and “scannable” writing omit superfluous information and support visual scanning by highlighting key features, respectively. “Combined” writing aggregates characteristics from the objective, concise, and scannable styles. Previous research suggests that, in contrast to results from the commercial domain, these writing styles do not influence memory of distance education materials. This discrepancy is possibly due to measurement differences. To address this issue, the present study employed recognition (i.e., multiple-choice) and guided recall (i.e., fill-in-the-blank) tasks in order to assess the efficacy of the writing styles in a distance education context. The results, however, confirmed the earlier findings, i.e., regardless of the material's writing format, memory for web site content was unaffected.
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