Learning in Action: How Competent Professionals Learn

The studies pertaining to expertise development are diverse and broad (Bjork, 1994; Einstein & McDaniel, 2005; Schneider, Healy, & Bourne, 2002), yet empirical research that bridges expertise development into instructional design theories is still in its very formative stages (Ertmer et al., 2008; Fadde, 2009). This article is intended to identify the instructional principles that are effective in accelerating the performance of journeymen, considering the significant impact of the journeyman stage and the need for hastening performance in that stage. With the introduction to the major scholarly works and principles that have led to the elaboration of training methods, strategies, and materials, this review of literature proposes a learning model that has four components: (1) development plan, (2) action, (3) reflection‐on‐action, and (4) remedies.     

Parental Cultural Socialization of Mexican‐American Adolescents’ Family Obligation Values and Behaviors

The current study examined how parents’ cultural socialization efforts contribute to adolescents’ family obligation values and behaviors and how these processes may depend upon the relational climate at home. Utilizing survey and daily diary methodologies, 428 Mexican‐American adolescents (50% males; M_age = 15 years) and their parents (83% mothers; M_age = 42 years) participated in the study. Adolescents reported on their family obligation values and engagement in family assistance tasks across 14 days. Parents reported on their cultural socialization practices. Results indicated that parental cultural socialization was associated with adolescents’ family obligation values and behaviors when parent–child relationships were low in conflict and high in support. Findings suggest that the transmission of cultural values and practices is best facilitated through positive parent–child relationships.     

Rater strategies for reaching agreement on pupil text quality

Novice members of a Norwegian national rater panel tasked with assessing Year 8 pupils’ written texts were studied during three successive preparation sessions (2011–2012). The purpose was to investigate how the raters successfully make use of different decision-making strategies in an assessment situation where pre-set criteria and standards give a rather strict framework. The data sources were the raters’ pair assessment dialogues. The analysis shows that the raters use a ‘shared standards strategy’, but when reaching agreement on text quality they also seem to make very good use of assessment strategies related to their work as writing teachers. Moreover, asymmetries in knowledge and participation among raters contribute to creating an image of writing assessment as a challenging hermeneutic practice. It is suggested that future rater preparation would gain from being attentive to the internalised assessment practices teachers bring to the fore when working as raters.     

Aging IQ Intervention with Older Korean Americans: A Comparison of Internet-Based and In-Class Education

Using the translated contents of the National Institute on Aging (NIA)'s Aging IQ, an educational intervention was delivered to older Korean Americans. The educational program was delivered via two different modalities, Internet-based education (n = 12) and in-class education (n = 11), and the overall feasibility and efficacy were evaluated by the Reach, Efficacy, Adoption, Implementation, and Maintenance (RE-AIM) framework. A high level of completion and overall satisfaction with the program was observed in both groups. Both groups also exhibited a significant improvement in their knowledge about aging after the completion of the educational program. However, at the one-month follow-up, the Internet-based group showed a greater retention of the knowledge gained. The findings not only support the value of education on aging for older ethnic minorities but also suggest the use of the Internet as an integral modality of intervention delivery.     

Effects of learner–instructor relationship-building strategies in online video instruction

Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results show that the attitudes of the college students were positively affected by the relationship building strategies in a statistically significant way (p = .025) and that learning gains were also positively affected at a very near-significant level (p = .052). The implications of the findings are discussed.     

Effectiveness of a satellite educational television program for Ethiopian secondary education

This study examined the actual practice and effectiveness of a satellite educational TV program in Ethiopian secondary schools. Participants in the survey were 228 students and 63 teachers from secondary schools. The results of the data analysis indicate that Ethiopian students and teachers scored highly in the evaluation areas. Levels of students’ general satisfaction with the satellite educational TV program were not equal for the variables of location and gender. It was also found that for students, learning demand, learning content, and class management were factors affecting their satisfaction with the satellite educational TV programs. For teachers, learning content and class management were the factors. The statistical mean difference in the satisfaction with the satellite educational TV program was between students and teachers. These findings suggest that the satellite educational TV program has the possibility of improving the quality of education in Ethiopian secondary schools.