Smart Training and Development: A Learner‐Guided Approach

There is great support for the research that says that how one uses knowledge is linked to how and where that knowledge is acquired—especially, knowledge that is connected directly to performance. This how and where approach is rooted in time‐tested and research‐supported learning strategies. Key emphasis is placed on competency identification, maximum use of the work environment for learning, self‐directed learning activities along with a contracting structure that allows self‐pacing, mastery, individualization, and various feedback options. This article describes how to combine these learning strategies so that training and development (T&D) costs, time to train, and employee performance and retention are improved. This learning model is called learner‐guided training and development—a smart, highly leveraged design model.     

Measuring active learning to predict course quality

This study investigated whether active learning within computer‐based training courses can be measured and whether it serves as a predictor of learner‐perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data. Twenty sample courses were subdivided into 1,884 time‐based instructional events and categorized by eight design principles for learner engagement: attend, organize, recall, practice, interact, apply, explore, and absorb. This analysis produces a quantitative pattern for the cognitive activity a course encourages within the learner, summarized as the active learning index. A regression model, with the active learning index as a predictor variable for learner‐perceived course quality, resulted in a correlation coefficient of .83 (r²=.69) and a p‐value <.0001. These results suggest a framework for quantifying the active learning components in computer‐based training courses and guiding the work of instructional designers toward higher‐quality courses.     

How Adults Learn from Self‐Paced,Technology‐Based Corporate Training: New focus for learners,new focus for designers

How do adults learn from self‐paced, technology‐based corporate training, which they select based on its relevance to their current employment responsibilities? Specifically, how do adults use the following learning strategies: prior experience, reflection, metacognition, conversations, generative learning strategies, and authentic experiences? Based on a recent dissertation research investigation, the author found that learning starts with, and is sustained by, metacognition which was defined as self‐assessment and self‐correction. While learners using metacognition is by no means a new phenomenon, learners using metacognition significantly more often than other learning strategies has important implications for the design of new generations of online distance instruction. Similarly, that learners frequently use conversations to learn from self‐paced, technology‐based training strongly suggests that dialogs and discussions are important in the design of these new ways of learning.     

Effects of Training in the Use of Social and Cognitive Strategies: An Intervention Study in Secondary Mathematics in Co‐Operative Groups

ABSTRACT

This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group.

     

Teaching Instructional Design: An Action Learning Approach

Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists.     

Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions

Continuing intrinsic motivation to learn is the result of actively generating and implementing a variety of metacognitive, cognitive, and affective processes and skills. An understanding of these processes, skills, and their interrelationships forms a basis for the design of an effective motivational skills training program. This article advances a generative process model of continuing motivation in which the central role of perceived self‐efficacy and personal control are explicated. Support for this model from current theories of learning and motivation is presented, along with implications for specific skills training interventions. It is argued that the functional purpose of motivational skills training is to promote perceptions of self‐efficacy and personal control that underlie the ability to take positive self‐control and change negative attitudes and orientations toward learning. For students with motivational deficiencies, this training is a necessary precursor to their active engagement in the learning process and execution of appropriate learning strategies and skills.     

Computer‐Assisted Instruction and Conceptual Change

Abstract

In this study, the question was addressed which instructional conditions are required to teach students how they themselves can initiate and perform learning activities aimed at conceptual change. The CONTACT‐2 strategy (a computer‐assisted instructional strategy for promoting conceptual change in the domain of basic physical geography) served as starting point for the design of several training procedures aimed at enhancing self‐regulated learning. With the first experimental condition, strategic support was gradually withdrawn ('faded') within each instructional step, while, with the second experimental condition, the number of steps was reduced as the training continued. The original CONTACT‐2 condition served as control condition. Subjects were 65 fifth‐ and sixth‐graders (primary education). Dependent variables concerned students’ abilities to initiate and perform learning activities aimed at conceptual change, the quality of their conceptions, and their learning performance. Results suggested that ‘fading’ can be a fruitful instructional approach to foster self‐regulated learning aimed at conceptual change, provided that the ‘fading’ procedure is tuned to the students’ actual level of self‐regulated learning: external control should not be withdrawn until students are able (and prepared) to initiate and perform the learning activities being required. When these conditions are met, designing effective training procedures aimed at ‘learning for conceptual change’ seems possible.     

未来教育家培养工程中的制度设计与课程安排

对免费师范生的培养要作为未来教育家奠基性系统工程,在人才培养模式、课程体系和培养实践等方面实施全新的设计。完整的人才培养模式由纵向学习时限模式和横向培养过程模式构成。纵向时限模式采取4+2本硕一体化的制度设计。其招生对象是推荐免试的优秀本科毕业生,学习方式是在职攻读。横向培养过程模式的实践表达是:厚基础、精专业、强能力、高素质。本科阶段的课程结构采取四大模块。教育硕士阶段的课程安排应是专业理论和教育能力的双提高设计。课程体系本硕连贯。     

Professional development and the beginning teacher: issues of teacher autonomy and institutional conformity in the performance review process

This paper discusses some of the conditions that have facilitated the use of a customised virtual learning environment as part of a blended learning approach on a part‐time postgraduate initial teacher training programme for prospective primary school teachers. It is based on data gathered as part of a study of the impact of e‐learning on students following a part‐time flexible postgraduate route to Qualified Teacher Status. It concludes that the success of these particular virtual communities can be attributed to the balance, on the programme, between face‐to‐face and e‐learning together with the nature and structuring of the e‐learning tasks; the focus on professional learning with the immediacy of its application in the work‐place; its focus on independent and student‐led interaction; and the motivation and personal circumstances of the students involved.     

The Metamorphosis of Industrial Designers from Novices to Experts

Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers.     

Meta‐Analysis of Mathematic Basic‐Fact Fluency Interventions: A Component Analysis

Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single‐case design studies with 55 participants were reviewed using meta‐analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined. Findings suggest that drill and practice with modeling produced the largest effect sizes. Treatments with more than 3 components yielded higher effect sizes than those with fewer than 3, and a combination of treatment agents lead to better outcomes than a single agent. Other findings pertaining to prebaseline assessment, treatment time, experimental design employed, and treatment setting are also discussed.     

Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much?

Background

We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling.

Methods

Twenty‐eight refugees enrolled in a 10‐week English class were trained on classroom words using stimuli designed to encourage implicit learning. We contrasted high‐variability visual input combined with either high‐linguistic or low‐linguistic complexity, using a short (<5 minute) PowerPoint‐based training. Participants were regularly tested on their spelling and were compared with themselves using single subject design. Individual effect sizes were aggregated across participants, and we used dependent measures t‐tests to compare conditions.

Results

Participants learned significantly more treated words than control words in the high‐variability/low‐complexity condition, but not in the high‐variability/high‐complexity condition.

Conclusions

Refugees can benefit from interventions designed to promote implicit learning but can be overwhelmed by too much input.     

Design and Validation of MAPS for Educators: A Performance Support System to Guide Media Selection for Lesson Design

The importance of adopting technology‐supported performance systems for on‐the‐job learning and training is well‐recognized in a networked economy. In this study, we present a performance support system (PSS) designed to support technology integration for lesson design. The goal is to support educators in the development of appropriate and effective technology integration strategies for learning and training events. The system is based on the PSS design architecture created by Hung and Chao (2007) called Matrix‐Aided Performance System (MAPS). MAPS was created to minimize navigational confusion and enhance users' comprehension and synthesis of information gathered from the PSS. Fifteen educators and instructional technologists were invited to evaluate the system's readiness as well as to identify potential practical constraints that might hinder its use in a real‐world setting. Findings from a perception survey and focus group interviews confirm the beneficial effects of the unified interface on navigation and orientation of content materials. Feedback provided by participants to improve the system interaction and functionality are also reported to further validate the design architecture of MAPS.     

Investigating the structural relationships among organisational support,learning flow,learners' satisfaction and learning transfer in corporate e‐learning

E‐learning in corporate training has been growing rapidly because of the pursuit of time and budget efficiency in course development and delivery. However, according to previous studies, efficiency does not always guarantee training effectiveness, which is the major concern of human resource development. It is therefore necessary to identify the factors influencing the effectiveness of e‐learning courseware and understand their interrelationships. The purpose of the study is to investigate the structural relationships among organisational support, learning flow, learners' satisfaction and learning transfer. The study participants were 379 learners who completed an e‐learning courseware at a large Korean company and responded to an online survey. Based on the results of structural equation modelling, the findings suggest that organisational support and learning flow have direct effects on learning transfer and learners' satisfaction, while learning flow mediates organisational support and learners' satisfaction.     

Using the Expressive Writing Program to Improve the Writing Skills of High School Students with Learning Disabilities

Abstract. The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule‐based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single‐subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention.     

Designing an Affordable Usability Test for E‐Learning Modules

ABSTRACT: This article provides background and an introduction to a user‐centered design and usability test in an inexpensive format that allows content experts who are novices in e‐learning development to perform testing on newly developed technical training modules prior to their release. The use of a small number of test participants, avoidance of elaborate testing laboratories, and the establishment of clear, concise objectives with a detailed test outline are supported by the discount usability testing approach. This approach reduces testing cost, provides faster results, and yields a more successful product and increased customer satisfaction. Discount usability testing should have broad appeal to new e‐learning developers as a final step before releasing their newly developed training modules.     

Changing Behaviors and Intrinsic Motivation Through Scenario‐Based Learning: A Case Study

When training occurs on the job over time, the collective wisdom of the organization becomes the norm. This knowledge or way of doing things is not always the best way and may cause problems elsewhere in the system. This article is a case study that looks at the order entry process of a midsized company and describes the motivational aspects of the performance intervention, as well as the systematic design and development of scenario‐based learning.     

LO + EPSS = just‐in‐time reuse of content to support employee performance

Those involved in training know that creating instructional materials can become a tedious, repetitive process. They also know that business conditions often require training interventions to be delivered in ways that are not ideally structured or timed. This article examines the notion that learning objects can be reused and adapted for performance support systems. By doing so, a performance technologist can develop content for just‐in‐case training and reuse it for just‐in‐time performance support.     

Teaching impulsive children with arithmetic deficits in special education: a self‐instructional training program

Abstract

Impulsivity is an important and co‐determining factor in the arising of learning difficulties. Impulsive children make many mistakes in arithmetic because of inattention and because they don't use the selfcontrol necessary to correct possible mistakes. In this investigation we examine whether a self‐instructional training program, applied in the teaching of arithmetic, has influences on the impulsivity (measured with help of the MFFT) of pupils who have a quick reaction time and who make many errors. The study involved 52 pupils selected from schools providing special education to children with learning disabilities and educable mentally retarded children. Sixteen of them could be categorized as impulsive children.

The effectiveness of the training program is statistically investigated by means of t‐tests for correlated samples. The results show that training with a self‐instruction strategy can be effectively employed in teaching addition and substraction to educable mentally retarded and learning disabled children with arithmetic deficits. Besides, the impulsive children show after the training a more reflective cognitive style when compared to their cognitive style before the training was started.