People learn more deeply from words and pictures than from words alone.

The cognitive theory of multimedia learning specifies five cognitive processes in multimedia learning: selecting relevant words from the presented text or narration, selecting relevant images from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent pictorial representation, and integrating the pictorial and verbal representations and prior knowledge.

Issitt (2004) noted that when we are constructing instructional text for print media, we should pay careful attention to the placement, construction, and design of these texts, and this is equally true for online and multimodal media, especially in asynchronous formats.

We often do not really notice instructional text unless it is badly written and disrupts the flow of the learning. Instructional text can play a number of roles in face-to-face, print, and online learning contexts, including:contributing to creating a learning environment, outlining the structure of a learning experience, directing learners’ attention to specific areas, directing learners' actions and behaviours, and creating links between different parts of a learning experience.

the generic concept "independence" is frequently confused with its species, independence of learners from instructors in space and time and independence of learners to control their means of study. These are further confused with the many subspecies of each type of independence

Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.