RESUMEN
Principles derived from the Cognitive Theory of Multimedia Learning (CTML; Mayer in: Multimedia learning, Cambridge University Press, Cambridge, 2021) provide valuable guidance for enlisting commonly-available technologies to create effective online multimedia lessons. Specifically, CTML can guide instructional designers on the use of slide-sharing programs to create concise, narrated animation segments; the use of survey programs to interpolate questions and prompts between these segments to facilitate generative learning activities; and the use of video-sharing sites to provide learners with control over relatively superficial aspects of instruction. The application of CTML to the design of online multimedia lessons raises a number of theoretical and practical questions, including the need to better understand the relationship between working memory capacity and working memory duration, the importance of retrieval as a learning process, and the relative impact of selection and organization processes on learning.
RESUMEN
In this 3-Study article, the authors present an abridged version of Colquitt's (2001) 20-item measure of organizational justice. In Study 1, using a sample of 278 undergraduate students, they applied a systematic scale-reduction technique to determine which items should remain in the abridged scale. In Study 2 and 3, using two separate field samples (N = 173, N = 517; respectively) they provide construct, convergent, and discriminant validity evidence in support of the abridged scale. Their results provide evidence that the abridged version of Colquitt's measure maintains the psychometric quality of the original full scale and, therefore, can be used in its place.