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1. A Study of Learning Performance of E-Learning Materials Design with Knowledge Maps (EJ860875)
Author(s):
Shaw, Ruey-Shiang
Source:
Computers & Education, v54 n1 p253-264 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Electronic Learning; Self Efficacy; Statistical Analysis; Hypothesis Testing; Educational Experiments; Participant Satisfaction; Training Methods; Educational Strategies; Instructional Design; Programming; Computer Science Education; Computer Assisted Instruction; Computer Software; Instructional Effectiveness; Instructional Material Evaluation
Abstract: This research investigated the application of knowledge maps in e-learning materials design and hypothesized that knowledge maps would be more effective than e-learning in general at improving the performance and satisfaction of e-learning. In order to test the hypotheses, we conducted an experiment with 175 participants and randomly assigned them into knowledge map-based and browse-based groups. Both groups of participants needed to acquire specific skills and knowledge to write the target ADO.NET program. In the end of each training session subjects received an assessment to understand their learning score, satisfaction level, and computer self-efficacy. Our statistical analysis result showed that knowledge map-based learning group outperformed browse-based group in these three measurements. Thus, the proposed hypotheses were supported. We concluded that if knowledge map-based materials design approach were employed novice users would acquire the ADO.NET programming in a more effective manner. In addition, the satisfaction and computer self-efficacy of users could be improved substantially as a result of knowledge map-based materials design approach. (Contains 17 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Lesson Study with Preservice Teachers: Lessons from Lessons (EJ840184)
Sims, Linda; Walsh, Daniel
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n5 p724-733 Jul 2009
2009-07-00
Journal Articles; Reports - Evaluative
Descriptors: Educational Strategies; Introductory Courses; Early Childhood Education; Professional Development; Lesson Plans; Teacher Education Curriculum; Teacher Education Programs; Curriculum Implementation; Education Courses; Preservice Teacher Education; Formative Evaluation; Training Methods
Abstract: This article examines a 2-year process of integrating Lesson Study--a form of teacher-led professional development--into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools. We describe obstacles, modifications, and outcomes as we adapted the Lesson-Study process to help preservice teachers pay closer attention to instructional strategies (such as questioning techniques, anticipating student responses, and how lesson flow affects student understanding), and become more comfortable with constructive criticism by focusing on the lesson "plan" rather than the teacher. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. A Case Study Analysis of Factors that Influence Attrition Rates in Voluntary Online Training Programs (EJ842362)
Long, Lori; Dubois, Cathy; Faley, Robert
International Journal on E-Learning, v8 n3 p347-359 Jul 2009
Descriptors: Employee Attitudes; Computer Assisted Instruction; Case Studies; Training Methods; Instructional Effectiveness; Program Evaluation; Course Evaluation; Student Attitudes; Vocational Education; Electronic Learning; Online Courses; Educational Technology; Horticulture; Student Attrition; Withdrawal (Education); Staff Development
Abstract: This article examines utilization of online training courses in a Midwest-based landscaping company in the United States. The company had implemented online training to facilitate employee development for their 5,000 employees who were in locations throughout the United States. The courses had been in place for about a decade before the organization attempted to evaluate their effectiveness. In the 14-month process of collecting data to evaluate course effectiveness, researchers discovered that only 21% of employees who enrolled in online training during this time period actually completed the training. This finding surprised researchers and company management and motivated an investigation into the causes underlying this high rate of attrition. Attrition survey data revealed that attrition was not due to dissatisfaction with course design, technology, or content. Rather, lack of time available both at work and at home was the principal factor that contributed to course attrition. Additional contributing factors included course enrollment procedures, low employee motivation, and employee turnover. Recommendations for implementation of online training in organizational settings are offered. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Culture and the Processes of Virtual Teaming for Training (EJ846820)
Ahanchian, M. R.; McCormick, J.
Journal of Computer Assisted Learning, v25 n4 p386-396 Aug 2009
2009-08-00
Descriptors: Computer Mediated Communication; Virtual Classrooms; Cultural Influences; Teamwork; Training Methods; Program Effectiveness; Educational Technology; Electronic Learning; Organizational Development; Student Characteristics; Cooperative Learning
Abstract: Virtual teamwork is a growing mode of operation within organizations through the increasing sophistication and accessibility of computer-mediated communication. The purpose of this paper was to develop a new conceptual framework and propositions to assist understanding of a new training phenomenon. The approach used was the integration of related, but distinct, literatures and development of arguments for the important role of cultural factors in virtual training teaming. We argue that delivery of training through teamwork in virtual spaces is potentially effective, and individualist and collectivist orientations of team members are likely to be critical for the effectiveness, or otherwise, of such programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Moving Forward: Evaluating a Curriculum for Managing Responsive Behaviors in a Geriatric Psychiatry Inpatient Population (EJ847859)
Speziale, Jennifer; Black, Ed; Coatsworth-Puspoky, Robin; Ross, Tom; O'Regan, Tony
Gerontologist, v49 n4 p570-576 Aug 2009
Descriptors: Behavior Problems; Program Evaluation; Aggression; Dementia; Injuries; Learning Strategies; Psychiatry; Geriatrics; Older Adults; Gerontology; Curriculum Evaluation; Foreign Countries; Instructional Effectiveness; Surveys; Residential Care; Patients; Client Characteristics (Human Services); Allied Health Occupations Education; Staff Development; Training Methods
Abstract: Purpose: The Gentle Persuasive Approaches (GPA) curriculum was developed as an adjunct to other educational initiatives that were part of Ontario, Canada's Alzheimer Strategy. GPA emphasizes that an individual's unique personal history has a direct application to the interpretation of and response to their behavior. It incorporates strategies into geriatric patient care to assist staff to respond effectively to verbal and physical expressions of need. Design and Methods: A pre- and postintervention approach was used to evaluate the effectiveness of GPA: (a) Staff Satisfaction Surveys immediately after GPA training and after 3 months, (b) risk event profiling to monitor aggressive behavior rates, (c) occupational health and safety records pre- and post-GPA training, and (d) Residential Assessment Instrument-Mental Health indicators pre- and post-GPA training. Results: Surveys revealed that GPA training significantly improved staff's response to challenging behaviors, understanding of how brain changes impact behavior, and learning strategies to respond to challenging behaviors. Specific body containment techniques were less employed on geriatric patients who experience responsive behaviors. Pre- and post-physical aggression rates declined over the 6-month period following GPA training. The training did not appear to impact occupational injury rates. Implications: GPA appears to be a useful and positive approach for providing care to an inpatient geriatric psychiatry population. Specific body containment techniques may be less useful when employed with patients who have responsive behaviors. The program evaluation suggests that application of the GPA curriculum may be extended to patients with diagnoses other than dementia. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Agent-Customized Training for Human Learning Performance Enhancement (EJ848758)
Blake, M. Brian; Butcher-Green, Jerome D.
Computers & Education, v53 n3 p966-976 Nov 2009
2009-11-00
Descriptors: Familiarity; Adult Learning; Simulated Environment; Trainees; Cognitive Style; Scaffolding (Teaching Technique); Student Characteristics; Individualized Instruction; Training Methods; Educational Technology; Computer Software; Intelligent Tutoring Systems; Computer System Design; Computer Uses in Education; Computer Simulation
Abstract: Training individuals from diverse backgrounds and in changing environments requires customized training approaches that align with the individual learning styles and ever-evolving organizational needs. Scaffolding is a well-established instructional approach that facilitates learning by incrementally removing training aids as the learner progresses. By combining multiple training aids (i.e. multimodal interfaces), a trainer, either human or virtual, must make real-time decisions about which aids to remove throughout the training scenario. A significant problem occurs in implementing scaffolding techniques since the speed and choice of removing training aids must be strongly correlated to the individual traits of a specific trainee. We detail an agent-based infrastructure that supports the customization of scaffolding routines as triggered by the performance of the trainee. The motivation for this agent-based approach is for integration into a training environment that leverages augmented reality (AR) technologies. Initial experiments using the simulated environment have compared the proposed adaptive approach with traditional static training routines. Results show that the proposed approach increases the trainees' task familiarity and speed with negligible introduction of errors. (Contains 4 tables and 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Training Corporate Managers to Adopt a More Autonomy-Supportive Motivating Style toward Employees: An Intervention Study (EJ849931)
Hardre, Patricia L.; Reeve, Johnmarshall
International Journal of Training and Development, v13 n3 p165-184 Sep 2009
2009-09-00
Descriptors: Experimental Groups; Control Groups; Employees; Self Determination; Motivation; Management Development; Business; Work Environment; Intervention; Training Methods; Personal Autonomy; Supervisor Supervisee Relationship; Supervisors; Supervisory Methods; Leadership Training
Abstract: Management style is treated in a variety of ways across the training and development literature. Yet few studies have tested the training-based malleability of management style in a for-profit, authentic work context. The present research tested whether or not training intervention would help managers adopt a more autonomy-supportive motivating style toward employees and whether or not the employees of these managers would, in turn, show greater autonomous motivation and workplace engagement. Using an intervention-based experimental design, 25 managers from a Fortune 500 company received training consistent with self-determination theory on how to support the autonomy of the 169 employees they supervised. Five weeks after the managers in the experimental group participated in the training, they displayed a significantly more autonomy-supportive managerial style than did nontrained managers in a control group. Further, the employees they supervised showed, 5 weeks later, significantly more autonomous motivation and greater workplace engagement than did employees supervised by control-group managers. We discuss the malleability of managers' motivating styles, the benefits to employees when managers become more autonomy supportive, and recommendations for future training interventions and research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Present State and Future Trends of Blended Learning in Workplace Learning Settings across Five Countries (EJ850591)
Kim, Kyong-Jee; Bonk, Curtis; Teng, Ya-Ting
Asia Pacific Education Review, v10 n3 p299-308 Sep 2009
Descriptors: Educational Strategies; Foreign Countries; Evaluation Methods; Human Resources; Blended Learning; Educational Trends; Cross Cultural Studies; Organizational Development; Staff Development; Surveys; Trainers; Training Methods; Barriers; Educational Technology
Abstract: This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally, among the countries surveyed, the results of the present study revealed that there were significant differences in the current level of adoption of blended learning, the respondents' attitudes toward and perceptions of blended learning, and the content areas taught by blended learning. Respondents' predictions related to emerging instructional strategies, technologies, and evaluation techniques for blended learning are also reported. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Practising Mental Rotation Using Interactive Desktop Mental Rotation Trainer (iDeMRT) (EJ851425)
Rafi, Ahmad; Samsudin, Khairulanuar
British Journal of Educational Technology, v40 n5 p889-900 Sep 2009
Descriptors: Experimental Groups; Control Groups; Computer Assisted Instruction; Statistical Analysis; Training Methods; Males; Undergraduate Students; Pretests Posttests; Females; Gender Differences; Spatial Ability; Visualization; Educational Technology; Computer System Design; Computer Software; Simulated Environment; Computer Simulation; Computer Graphics; Instructional Effectiveness
Abstract: An experimental study involving 30 undergraduates (mean age = 20.5 years) in mental rotation (MR) training was conducted in an interactive Desktop Mental Rotation Trainer (iDeMRT). Stratified random sampling assigned students into one experimental group and one control group. The former trained in iDeMRT and the latter trained in conventional condition. A multifactorial pretest posttest design procedure was used and data were analysed using two-way analysis of covariance. Overall, there was substantial improvement in MR accuracy. Main effects of training and gender were observed, indicating that iDeMRT group and boys outperformed the control group and girls respectively. In addition, an interaction between training method and gender was present, indicating that boys were more accurate when trained in iDeMRT and performed moderately in conventional method. Female participants achieved equivalent improvement gain in MR accuracy regardless of the training conditions used. For the speed measure of MR, no appreciable improvement was observed after training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Optimizing Web-Based Instruction: A Case Study Using Poultry Processing Unit Operations (EJ855362)
O' Bryan, Corliss A.; Crandall, Philip G.; Shores-Ellis, Katrina; Johnson, Donald M.; Ricke, Steven C.; Marcy, John
Journal of Food Science Education, v8 n4 p93-100 Oct 2009
2009-10-00
Descriptors: Web Based Instruction; Electronic Learning; Case Studies; Food Processing Occupations; Industrial Training; Training Methods; Safety; Food Standards; Instructional Improvement
Abstract: Food companies and supporting industries need inexpensive, revisable training methods for large numbers of hourly employees due to continuing improvements in Hazard Analysis Critical Control Point (HACCP) programs, new processing equipment, and high employee turnover. HACCP-based food safety programs have demonstrated their value by reducing the number and frequency of multimillion-dollar food recalls. The focus for the future must be proactive training of plant personnel to ensure continuous improvements in plant food safety and quality. In response to this need, we developed training modules focused on applying HACCP principles, quality aspects, and production information to individual poultry unit operations. Learning objectives were evaluated using discount usability testing techniques to optimize the delivery system and to ensure a satisfactory e-learning experience. Discount usability testing of this virtual orientation was successful in obtaining vast amounts of feedback. Usability issues with the training materials were identified. Expected completion times were not met by most participants, indicating that a change in the format of the course might be necessary, perhaps segmenting the modules into smaller sections to be reviewed independently of one another. Another suggestion by the evaluators was to include narration for the sections, which might in turn speed up the completion times. A navigation error was discovered by these users, as well as other critical errors in design. Other errors, such as font inconsistencies and page design changes, were also discovered by the participants. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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