Beyond engagement: Instructional strategies that facilitate learners' cognitive processes and produce effective and instructionally efficient e-learning by Richter, Gina A., Ph.D., My Interest: 1) Effectiveness. 2) Instructionally efficient. 3) E-Learning. Action: Medium-low priority to read specific parts of Dissertation in future. Motivation Interactivity has been a focus of e-learning since its inception and remains a critical topic today. However, the technology component of interactivity has often taken center stage with less focus on the learner and the benefits interactivity can have on the learning process. This is despite consistent research (e.g., Hooper & Hannafin, 1991; Kennedy, 2004) that reinforces the idea that instruction will be effective, enjoyable, and intrinsically motivating only if it is interactive at the cognitive level (regardless of modality). Within the corporate environment specifically, there is little evidence of the impact of interactions on enhancing cognition. Research Goal Within this context, the purpose of this study was to implement instructional strategies that facilitate cognitive processes and apply cognitive load theory in order to create an effective and instructionally efficient e-learning course. Methodology Using a series of theory-based interactions embedded within an e-learning course, 2 sets of data were collected. The first set was the performance scores to determine the effectiveness of the e-learning course and the interactions. This data was collected during 5 learner-content interactions, 3 workplace scenarios, and a posttest. The second set of data consisted of the mental effort scores collected immediately following each scored learner-content interaction, workplace scenario, and the posttest. This data was used along with the performance scores to determine the instructional efficiency of each interaction and the elearning course, through the application of both the 2-dimensional and 3- Unlike previous comparison studies, this study explored the impact of designing an entire course, which included instructional strategies that facilitated cognitive processes and applied cognitive load theory. Results Discussion The results of this study supported the notion that the application of instructional strategies that facilitate cognitive processes and apply cognitive load theory enable learners to achieve learning outcomes and result in an instructionally efficient e-learning course. The results also support the idea that through the application of these instructional strategies, learners are able to apply the principles learned within simulated workplace scenarios. However, the results for each interaction specific to the 2-dimensional instructional efficiency rating were not as clear-cut. The idea that these instructional strategies would enable instructionally efficient interactions was rejected for 4 of the interactions within the e-learning course when the 2-dimensional instructional efficiency metric was applied. These same interactions produced positive 3-dimensional instructional efficiency ratings indicating that these interactions in fact were or could be deemed instructionally efficient, according to this metric. CHAPTER 2. LITERATURE REVIEW 19 Introduction 19 Cognitive Load Theory 20 Interface Design 23 Interactivity Constructs 24 Cognitive Processes and Instructional Theory 34 Summary 52 CHAPTER 3. METHODOLOGY 53 Introduction 53 Research Design 56 Sampling 59 Variables 60 Research Instruments and Data Collection Devices 63 Data Analysis 82 Confidentiality 84 Summary 84
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Wednesday, September 29, 2010
20100930 - Richter, ...effective & instructionally efficient E-Learning
20100930 - Parsons, Dephi study...Online Instruction Design...Malaysia
A Delphi study of best practices of online instructional design practices in Malaysia by Parsons, Ann M., Ph.D., My Interest: 1) 2) E-Learning. 3) E-learning instructional design. 4) ADDIE model. 5) Web-based survey. Action: To read the entire Dissertation in the future. Research Goal The purpose of this Delphi research study was to create an organized representation of best practices to guide and support the instructional design of online learning in higher education in Methodology & the Research/Study This study engaged 12 academic experts who presently implement online learning in five institutions of higher education in This study also determined these experts consider a blended model of online learning more effective at this time in the Malaysian environment. There was no agreement as to when 100% online learning would be acceptable, but an imminent trend toward a creative and constructive environment opened possibilities for increased online learning. The utilization of multiple theories of learning in the instructional design process is important to meet the needs of the students and content, but the application of constructivism is recommended over all other theories. Conclusion The study concluded that cultural diversity impacts the design of e-learning instruction. The rounds of research also revealed that the ADDIE instructional design model was deemed effective, but not necessarily the most effective in this environment. There was agreement on all topics covered in the study, and where a consensus was not reached, the disparity was due to nuances in the ranking of the findings. CHAPTER 2. LITERATURE REVIEW 17 Introduction to the Problem 17 Theories and Models 17 Global Accessibility of Technology and Learning 27 Current Distance Learning Practices in Cultural Influences in Instructional Designs 37 The Summary 46 CHAPTER 3. METHODOLOGY 47 Introduction 47 Research Purpose 47 Research Questions 47 Research Design 48 Instrumentation 49 Participant Selection 50 Data Collection 52 Data Analysis 54 Methodological Limitations and Considerations 56 Summary 57 CHAPTER 4. DATA COLLECTION AND ANALYSIS 58 Assembling the Panel 59 Review of Methodology 61 Round 1 Findings and Analysis 63 Procedure for Round 2 and 3 70 Major Findings 71 Summary 95
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20100929 - Malcom, Relationship between Learning Styles & Success in online learning
The relationship between learning styles and success in online learning by Malcom, Marci, Ph.D., Northcentral University, 2009 , 90 pages; AAT 3356569 My Interest: 1) Kolb Learning Style Inventory (LSI). 2) Validity and Reliability. 3) E-Learning. Action: Medium-low priority to read specific parts of Dissertation in future. Research Goal The purpose of this study was to explore the extent to which online learning students could identify their learning styles and understand how they learn. Methodology Specifically students were given an online survey asking students to identify * their learning styles, * how they learn, * their satisfaction level, and * perception of success in online learning. Relationships were explored between students identifying their learning styles and their knowledge of how they learn and satisfaction and success in online learning. The research focused on a group of online learners from a north Texas high school. In addition to the online survey, participants completed the Kolb Learning Style Inventory (LSI) to identify their learning styles. Results from the online survey and LSI were combined with data obtained from the cooperating school district for analysis. Satisfaction was measured based on student responses to survey questions, and success was measured using semester grades. Results Discussion This study added to the body of knowledge related to K-12 online learning and students abilities to identify and understand learning styles. It showed that students of all learning styles can be successful in online learning. The majority of students were both successful and satisfied making it difficult to generalize the finding to a larger population. There was not a correlation between the ability to identify learning styles and success or a correlation between correctly identifying learning styles and satisfaction in online learning with this population. Further Study In addition to adding to the body of knowledge, this study raised new questions for further study related to K-12 online learning. Generalizations can be made, but further studies with larger more heterogeneous populations are needed to validate these findings. Chapter 2: LITERATURE REVIEW Learning styles 11 Recent online learning studies 12 Rationale for future research 14 Chapter 3: METHODOLOGY Overview 17 Restatement of Research Problems 17 Statement of Research Questions and Hypothesis 17 Descriptions of Research Design 20 Operational Definitions of Constructs 21 Validity and Reliability 23 Description of Materials and Instruments 24 Selection of Participants 26 Procedures 27 ……. Chapter 4 - FINDINGS 33 Overview 33 Foundational Data 33 Survey Data 34 KolbLSI 35 Review Questions 39 Question 1 39 Question 2 42 Question 3 43 Question 4 45 Question 5 47 Question 6 50 Analysis and Evaluation of the Findings 52 Summary 53
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20100929 - Kramer, ...effect of E-Learning on Kob Performance
Measuring the effect of e-learning on job performance by Kramer, Heidi, Ph.D., Nova Southeastern University, 2007 , 148 pages; AAT 3288849 My Interest: 1) Instrument to measure alignment of IT e-learning with corporate & dept strategies. 2) E-Learning. 3) Reliability and Validity of instrument. 4) Models of evaluation of training. Action: Medium-low priority to read specific parts of Dissertation in future. Motivation E-learning is becoming a leading delivery method in workplace learning settings across organizations of various sectors and of varying sizes. The ultimate goal is to drive business results. Managers need to provide evidence of a positive impact on corporate strategy and investment objectives. If the business goal cannot be identified, there should be a query on why it is there in the first place. Transfer of the knowledge learned in the training session to the work situation is not built into most skills training delivery, especially those provided through e-learning. The outcomes and the effects of training on job performance are not measured because no method currently exists for credible evaluation. This problem exists across the Information Technology (IT) industry. Constant IT innovation makes technical competencies a fundamental requirement and continuous IT skills training a necessity. The trainee may have acquired the appropriate new skill, but the work environment to which the employee returns may make practicing what was learned counterproductive. Comments: I think the Motivation part is too long, too long-winded. Research Goal The goal of the dissertation was to produce a valid and reliable instrument to measure the alignment of IT e-learning with corporate and departmental strategies. The instrument will be valuable to industries with IT departments. Methodology The methodology for this study followed the Kirkpatrick Model, specifically Level 3, an evaluation that measures behavioral change on the job. The evaluation included specific application of the special knowledge or skills learned in the training. IT employees were surveyed after the completion of an online training class. The results indicated the frequency and effectiveness of the on-the-job application. In addition, open-ended questions provided feedback on the survey instrument and the training. Utilized by corporations, the balanced scorecard approach was followed to track the alignment of online training with organizational goals. This approach includes a method to develop a measure such as strategy maps that depict overall organization strategic themes to improve the link between training and corporate strategy. 2. Review of the Literature 12 Overview 12 Corporate E-learning 13 Return on Investment for E-learning 15 Models for Evaluation of Training 17 Measuring the Relationship between Training and Job Performance 24 Business Metrics and Evaluation 28 E-learning Issues 30 Summary 35 The Contribution of the Study to the Field 35 3. Methodology 36 Introduction 36 Research Methods Employed 37 Quantitative and Qualitative 38 Reliability Testing 39 Validity Testing 41 Data Collection Procedures and Analysis 44 Analysis Prior to Survey Creation 46 Formats for Presenting Results 48 Resources Used 49 Summary 49
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20100929 - Jobert-Egou, Learning Management System...
Learning management systems: A case study of the implementation of a Web-based competency and training management program at Bell Canada by Jobert-Egou, Cecile, M.A., Concordia University (Canada), 2003 , 204 pages; AAT MQ77921 My Interest: 1) E-Learning. 2) LMS – Learning Management System. 3) LCMS – Learning Content Management System. Action: To read the specific parts of Dissertation in future. Motivation Systemic models of essential roles, processes, products and factors involved in implementations of web-based competency and training management programs are important guidance tools to organizations integrating learning management systems (LMS) to support human performance improvement goals. In order to leverage the potential of LMS, strategies to use a LMS to align e-learning and classroom-based training with competency requirements need to be delineated. Research Goal This thesis applies the grounded theory (Strauss & Corbin, 1990) approach to develop a holistic understanding of the implementation of a web-based competency and training management program at Bell Canada, and generate a descriptive, systemic model of the steps performed. Results Discussion The findings suggest that the process of implementing a web-based competency and training management program involves different phases, and success is highly dependent on
Recommendations A set of recommendations for the evolution of research on effective management of competency and training systems technology is made. Comments: Softcopy Dissertation is softcopy version; cannot copy and paste; difficult to blog. Chapter 2 – Competency Modelling and E-Learning Training with Learning Management Systems in the Literature …… E-Learning …… Learning Content Management Systems / Learning Management Systems ……. |
20100929 - Jessup, ...create E-Learning and Learning Objects
Processes used by instructional designers to create e-learning and learning objects by Jessup, Stephanie A., Ph.D., Capella University, 2007 , 129 pages; AAT 3264304 My Interest: 1) E-Learning. 2) Learning objects. 3) Process of developing e-learning content. 4) Process of creating learning objects. Action: To read this Dissertation in future. Motivation Corporations are using e-learning courses to provide just-in-time training. Instructional designers who previously created instructor-led training are now also developing learning objects and e-learning. Research Goal This research study investigated the process differences experienced by instructional designers as they shift from creating instructor-led training to creating learning objects and e-learning. Research Questions The research questions were (a) How does the process of developing learning object based elearning differ from creating instructor-led training? (b) What additional skills does an instructional designer need to acquire to create elearning and learning objects? (c) What is the relationship between instructional design processes and the amount of instructional design experience? Methodology The research was conducted using an online survey and the results were analyzed using a quantitative research methodology. Analysis of the data identified process differences between creating instructor-led training and creating learning objects and e-learning. Results Discussion Process differences that were identified include: * creating content that is clear and concise, * doing additional testing, * analyzing learners' computer environment and skills, and * creating prototypes. Additionally, skills that instructional designers need to create learning objects and e-learning were identified. Additional skills identified include: * learning how to use the e-learning development tools, * learning how to add e-learning courses to a learning management system, and * developing graphic design skills. Recommendations Recommendations for instructional designers beginning to develop learning objects and e-learning were stated. Recommendations include learning how to use e-learning development tools, how to use and integrate courses into a learning management system, and learning about the computer environment of the learners and how much bandwidth a course takes. CHAPTER 2. LITERATURE REVIEW Introduction Instructional Design Instructional Design Models Instructional Design Competencies E-learning Learning Objects Learning Object Characteristics Learning Object Repositories Learning Object Metadata Summary
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