Evaluating Training Outcomes in Corporate E-Learning and Classroom Training

The study contributes to training evaluation research by systematically comparing training outcomes between corporate e-learning and classroom training. We investigated a sample of vocational trainees (N?=?86) in a field experiment with a time-lag design and examined their subjective as well as objective training success. While training success was subjectively perceived to vary in effectiveness depending on the setting right after the training, with higher scores for trainees in classroom training, it was perceived similarly effective in both training settings after six to eight weeks. With regard to objective training success, we found that whereas declarative and procedural knowledge scores increased for e-learning trainees, they decreased for trainees in classroom training. However, strengths of e-learning become more prevalent six to eight weeks after the training. Thus in the end, e-learning is as effective as classroom training for procedural knowledge and more effective than classroom training for declarative knowledge as e-learning trainees catch up on previous differences across time. We conclude that it is not the training setting or delivery media per se that leads to higher levels of trainings success in the long run but in order to be effective, trainings should be designed taking especially the type of learning content (declarative or procedural knowledge) into account.     

Group work: Prospective teachers’ acquisition of transversal competences

The current training model being used in higher education advocates the acquisition of competences aimed at providing students with all-round training that will enable them to tackle their future work responsibilities effectively. This encompasses a number of different competences, most notably the transversal kind, especially in view of the important role they play in shaping the profile of any professional individual. The active learning methods applied to group work have shown to be the most suitable for achieving these competences. From this perspective, and considering their relevance, we present the results of a study that addresses the perceptions held by students from Education Degrees regarding the extent to which transversal competences are acquired by implementing active learning methods. The students perceive group work as a dynamic that teaches them how to be more self-critical and committed to group-oriented tasks, thus encouraging communication skills, personal relationships and motivation. However, a lesser degree of acquisition has been recorded in other equally important competences. As such, it is necessary to promote these learning methods from the start, carefully designing and planning the curriculum structure as well as the tasks to be performed in order to avoid any negative implications that may arise.     

如何让教师在合作学习活动中掌握合作学习方法

合作学习的效果取决于教师对于合作学习理念的理解与方法的掌握。在教师培训过程中,通过合作学习活动让教师掌握合作学习方法,是一种十分有效的途径。这一活动通过对合作学习五个基本问题的个体学习、同桌学习、小组学习、全班共享学习的不断推进,不仅让学员形成关于合作学习的理性认识并转变其观念,而且让教师参与式体验了合作学习的过程与方法。此项活动所形成的学习模式,不仅可以运用到教师培训的其他方面,而且可以通过教师的迁移运用到其课堂教学活动中学生的合作学习过程之中。     

“I-LATT”核心素养培养体系研究——以湖南文理学院英语师范生的培养为例

核心素养既是21世纪人才竞争的重要参数,也是引导各国人才培养的风向标。在此背景下,湖南文理学院对英语师范生核心素养的培养问题进行了探究,构建了"LATTE"核心素养培养体系。后来,学院对此体系进行了升级,形成了包含"互联网+语言"、"互联网+学术"、"互联网+教学"、"互联网+团队"四大核心素养的"I-LATT"核心素养培养体系。基于此,文章首先阐释了"I-LATT"核心素养培养体系中四大核心素养的内涵和培养目的;随后以"综合英语"课程为例,介绍了"I-LATT"核心素养培养体系的教学应用;最后通过问卷调查,分析了"I-LATT"核心素养培养体系中四大核心素养运用的满意度和存在的问题。"I-LATT"核心素养培养体系的提出,可为新时代英语基础教育人才的培养和师范教育的有效开展提供参考。     

The influence of self-assessment practices on online training for investigative interviewing skills

This paper investigates how 192 trainees’ self-assessment practices and personal attributes related to their success in an online interview training program. Performance was measured pre- and post-training by evaluating the use of open-ended questions and positive interviewing behaviors. Personal data and a pre-training survey on self-assessment practices (i.e., SEFI, seeking external feedback through inquiry; SEFM, seeking external feedback through monitoring; SIF, seeking internal feedback; and SR, self-reflection) were also collected. Trainees with higher levels of SEFI had larger learning gains from the training, whereas trainees with higher levels of SEFM or SIF had smaller learning gains. Trainees with lower interviewing skills before the training, and those from policing backgrounds, demonstrated larger learning gains. Younger trainees evidenced a larger increase in the use of open-ended questions, while older trainees showed greater changes in prevalence of positive interviewing behaviors. The implications of the findings for the development of training programs are discussed.     

A theoretical model and analysis of the effect of self-regulation on attrition from voluntary online training

A theoretical model is presented that examines self-regulatory processes and trainee characteristics as predictors of attrition from voluntary online training in order to determine who is at risk of dropping out and the processes that occur during training that determine when they are at risk of dropping out. Attrition increased following declines in trainees' commitment to training and self-efficacy. Trainees lower in conscientiousness were more vulnerable to dropping out than those higher in conscientiousness, and this effect was fully mediated by self-regulatory processes. Conscientiousness also moderated the effects of commitment and self-efficacy on attrition—a high level of conscientiousness provided a buffer against dropping out when trainees' commitment and self-efficacy declined during training. The number of hours that trainees worked per week moderated the effort/attrition relationship; spending extra time reviewing increased attrition for trainees who worked longer hours and decreased attrition for trainees who worked shorter hours.     

Improving teaching capacity to increase student achievement: The key role of communication competences in Higher Education

The educational model based on competences established under the unifying framework of the European Higher Education Area (EHEA), has brought new challenges and threats for educational institutions at university level, who now have to adapt, update and face up to this new educational paradigm. This paper addresses the competences from two different perspectives; the first relating to the level reached by the student through university training received; and the second concerning the level required by labour market in the profession studied. The empirical analysis was performed using nonparametric statistics on a sample of 236 individuals, following the methodology of the Tuning project. The results support the existence of differences between the two blocks of analysed competences, as well as the importance of communication competences and the relationships of competences related to communication with all other competences with highest differences. This point to a course of action based on these competences, especially communication competences, as a way for working on improving the competence results in higher education.     

广东省高中英语教师网络培训的有效性研究

在调研的基础上,通过定性和定量的研究方法对广东省高中英语教师网络培训的有效性进行研究,结果表明：网上培训具有规模大、资源共享、互动、自主等优点,但也存在着忽视不同层次学员最近发展区,内容不切合学员的实际需求,时间安排不够合理,学员对教学资源的互动远远多于与培训者的互动,对学员的评价更多的是关注量而非质,培训者的素质有待提高等问题。在网络培训中应关注学员的最近发展区,及时反馈,注重知识的内化和建构,激发学员的参与热情,加强对培训者的培训,从而提高培训的有效性。     

干部在线教育的现状与发展

提升干部教育培训信息化建设水平是干部教育培训工作改革创新的实施基础和重要途径。干部在线教育作为推进干部教育培训信息化建设的一项重要举措,为干部持续学习和扩大培训规模提供了新的平台。自2004年试点以来,干部在线教育工作在7年多的建设中取得了长足的进步,为广大干部提供了更多接受培训的机会。当前干部在线教育学员数量急剧增加、年龄差距逐渐拉大,学员的个性化需求对干部在线教育的资源建设、支撑平台、学习方式等提出了更高的要求,但国内干部在线教育学习资源建设水平参差不齐,未形成有效的质量评估体系。为进一步促进干部在线教育发展,应明确干部学员群体特征,重视资源内容和质量,利用新技术规划干部在线教育平台,“以评促建”,建立优质干部在线管理服务体系。     

Computer: The use of computer‐mediated communication in training students in group problem‐solving and decision‐making techniques

Abstract

A cost‐effectiveness analysis of training Army National Guard soldiers by audio teletraining technology was conducted. The trainees were n = 225 soldiers nationwide. About half of the trainees received training in a three‐week Unit Clerk Course through traditional residence training, and the remainder received the same instruction through audio teletraining. Objective performance data were collected from written tests on sixteen of the forty‐seven tasks taught. The percentage of trainees in the audio teletraining group that reached criterion (93%) on the first test was significantly higher (by statistical test) than the residence group (85%). In comparing costs, the audio teletraining group had lower training costs per trainee. Projected on an annual basis, the Army National Guard can save $292,404 per year through the use of audio teletraining for the Unit Clerk Course.     

Lost in transition: supporting Key Stage 2/3 English trainees during secondary placement

Key Stage 2/3 trainees undertake their second school placement in secondary schools having completed a placement in a primary school in the first year of their training. While trainees will have been prepared at their higher education institution, the experience itself can be daunting for reasons other than the fact that this is their first secondary placement. These reasons are discussed in this article, and focuses on how a lesson-planning document was developed at one institution to support English trainees through this placement. The aim of this article is to raise awareness in partnership schools of the specific needs of Key Stage 2/3 English trainees.     

Transitions to becoming a teacher on an initial teacher education and training programme

This article is based on research with a group of one‐year Postgraduate Certificate in Education secondary trainee teachers during their initial teacher education and training in England. It considers tensions between trainees’ prior experiences and conceptions of teaching and their training programme. In doing so, it seeks to examine how a trainee’s dispositions as revealed through practice in various contexts are reflective of Bourdieu’s ‘habitus’. Associated with this, the paper also examines how particular forms of pre‐existing cultural capital and manifestations of biographical identity also pre‐dispose trainees to form affinities and disaffinities within particular fields. Lacanian concepts of the symbolic, imaginary and real are used to help explain how trainee teachers articulate resonance and dissonance during their field experiences, particularly in relation to ontological concerns of securing a professional stable sense of self.     

A mentor’s aid in developing the competences of teacher trainees

The induction period is a very important time in the career of a teacher and has a long‐term influence on the teacher’s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee’s mentor. This paper presents the results of the extensive project ‘Partnership of Faculties and Schools’, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees’ expectations towards their mentors and the mentors’ and trainees’ evaluations of how the mentor aids a teacher trainee in developing their competences.     

Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions

The purpose of this research was to explore trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Research was conducted with a group of Turkish pre-service English teacher trainees at an English-medium university in Turkey. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching. This study concludes with a data-driven framework of questioning strategies which can be a potential guide for trainers working with pre-service English teacher trainees.     

Educational policy or practice? Traversing the conceptual divide between subject knowledge,pedagogy and teacher identity in England

This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The data reported upon were garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper, the authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers. In the conclusion, the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe.     

The Perceived Impacts of Supervisor Reinforcement and Learning Objective Importance on Transfer of Training

Transfer of training is a major concern for trainers and managers. If training does not transfer to the job, the value of the training is questionable. This study investigated the relationships between: 1) perceived importance of training objectives and perceived transfer of training relative to those objectives, and 2) types of supervisor reinforcement which trainees perceive to be most motivating and the types of reinforcement that they perceive their supervisors actually use. The study was conducted in the context of a Managerial Leadership Program within a large oil refinery and chemical company in Korea. The study found that as either supervisors or trainees perceived a training objective to be more important, they also perceived more transfer of training relative to that objective. The study also found that the types of reinforcement trainees perceived to be most motivating were also the types that they perceived their supervisors used most often.     

大学生就业竞争力的内涵及其培养

近年大学生的就业形势越加严峻,大学毕业生的就业问题成为社会各界关注的热点。大学毕业生就业竞争力分析可从内部和外部两方面入手,内部竞争力又分为隐性的素质能力和显性的素质能力。结合社会需求情况,大学生就业竞争力的培养可从基础能力的锻炼、加强素质教育、客观评价自己、创业教育,树立新的就业观念、完善就业指导服务体系、完善就业市场等六个方面进行。     

Evaluation of artisan training in metal silo construction for grain storage in Africa: Impact on uptake,entrepreneurship and income

This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.     

The communicative competences of students and teachers in different levels of education in North Cyprus

This study was conducted in order to determine the beliefs of students and teachers in different levels of education about their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree exists in the communicative competences of students with their teachers, who are from different nationalities, gender and levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative competences with their teachers. Moreover, while students consider their communicative competences with their teachers to be moderately adequate, teachers consider their communicative competences with their students to be adequate in general.     

What do science teachers think about developing scientific competences through context-based teaching? A case study

ABSTRACT

In this paper we explore the views and opinions of four secondary education science teachers regarding the teaching of scientific competences. Their views were gathered in the context of a training programme in which they had to design, implement, and assess their own teaching unit for developing students’ scientific competences by means of context-based learning. Analysis of the data yielded a set of 14 categories distributed across 5 areas: scientific competence and context-based teaching; the teacher and his/her professional environment; implementation in the classroom; development of the teaching unit; and assessment. This process also identified the aspects which teachers believed either facilitated or acted as an obstacle to the development of scientific competences through context-based teaching. We discuss the implications of our findings and suggest ways in which a shift towards a context-based approach to teaching scientific competences can best be achieved, and consider a series of factors related to teachers’ professional identity that may influence this process.