The Coherence Principle simply states that e-learning courses should be built without the

use of extraneous materials (Clark, 2011, p154). By extraneous the authors mean anything
which does not contribute to the particular lessons instructional goal. According to the text this
principle is one which is very often violated and results in a detrimental learning process
(p.151). The three parts of the Coherence Principle are: 1) Avoid extraneous audio; 2) Avoid
extraneous graphics; and 3) Avoid extraneous words. The author quotes Dewey several times,
who declares that the addition of these extra components will not make learning interesting if
one is not interested in the first place (p.156). Chapter 8 ends with questions about the validity
of the Coherence Principle since it is based on research which was very narrowly focused and
did not uniformly consider all types of learners.
The use of the coherence principle is dependent upon the subject matter, the context of
the learning, as well as the particular learning aptitude of the student. For the visual learner,
what might be termed extraneous can be the one thing that hooks them into exploring the
content. One prime example, albeit extreme, of using video to educate about something while
exposing something terrible happened recently. For instance, the shock value was productive
when actual videos of baby body parts in Planned Parenthood abortion mills were portrayed for
everyone to see. For those people who were disinterested and previously ignored the abortion
rhetoric - but still had a sensitivity to wrong - what they actually saw produced action in the
form of crying for legislation. While this is still a far cry from outlawing abortion, it struck at
the heart of the practice money. The videos had a strong impact by exposing the selling of
the aborted limbs, etc. but they also educated the public about something happening behind
closed doors the killing of innocent children not blobs of tissue.
In reality we can tone down on the videos, pictures, etc. but they do have their place in elearning, whether it is formal or informal. First, that there is no scientific evidence of
effectiveness of extraneous materials does not mean that it is not effective. Not everything of
value can be measured in scientific terms. If we were training robots this might be a valid case
in point but since the goals is not to teach to the test but to educate well-rounded students,
there must be some balance in educational circles related to the Coherence Theory and scientific
theory in general.
Second, all deep learning does not just occur in the cognitive realm. It encompasses the
whole soul which is the mind, will and emotions. If God gave us emotions then He intended
us to find the proper ways to use them in every arena, including education. When we dont
consider the will and emotions in the learning process we have a deficient education. An
excellent example of this can be seen in a worship service. Primarily it begins with music.
Why? Because a wise leader knows that music opens and softens the door of the soul, lowering
human defenses and setting the stage for the soul to be more receptive to the Word which is
preached.
Reference
Clark, R., & Mayer, R. (2011). E-learning and the science of instruction: Proven guidelines for
consumers and designers of multimedia learning (3rded.). San Francisco, CA: Wiley &
Sons. ISBN: 9780470874301. VitalBook file.