Doing Business Around the World: Trends & Challenges
Hosted by Dr. Bonnie J. Covelli, Professor
More Information to follow. Virtual link will be posted here in January
Friday, 16 January 2026
08:00 CST Chicago, United States
15:00 CET Brno, Czech Republic
21:00 ICT Hanoi, Vietnam
This post is provided to you by genial and gracious guest blogger, Daniel Liestman, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Before seeking to incorporate AI into training, one must first consider how to engage with AI in the design process itself. AI can assist in conducting and assessing the learning needs analysis. AI can create eLearning course outlines as well as build content. AI can also assist in writing introductions, crafting transitions, or crafting conclusions. AI can also generate Level 1 and 2 activities and quizzes. AI generated visuals can also be quite engaging! Beyond design, AI can evaluate instructional design content. AI to stays current with the latest trends in instructional design.
Most TD blogs on AI consider incorporating it into training. This blog realizes this is not the goal. Numerous examples are offered which will make the most of free AI sites and tools. This blog is iterative and provides important background information from previous entries to make for a more complete learning experience. At the same time, none of these tools are fool proof. Chat GPT3.5 is offered as a tool for summarizing a discussion and acknowledges some light proof-reading may be needed. Light-proofing—HA! Last time I tried it to summarize, I got nonsense reduced to gibberish.
Proceed with caution.
Robertson, D. (2024). Improve your instructional design workflow with these 8 practical AI tool uses. Neovation. https://www.neovation.com/learn/87-8-practical-ai-tool-uses-for-your-instructional-design-workflow
This post is provided by guest blogger, Kelly Andrzejczak, graduate student University of St. Francis, MS Training and Development program.
High performing organizations are making accessibility a top priority when they design e-learnings. These organizations recognize how making courses more accessible can create a positive impact for learners and for the organization. Improving accessibility includes a variety of considerations: descriptive language, high contrast colors, keyboard navigation, closed captioning, screen reader options, and more. Efforts to improve accessibility benefit everyone and make e-learnings experiences more effective for participants. Accessible accommodations are an important consideration to increase organizational performance and ensure you are meeting learner needs.
This article is helpful for individuals who create learning experiences and want to ensure their e-learnings are accommodating and accessible for all learners. This article highlights the benefits that these accommodations can have on individuals with disabilities, but also how they can positively impact everyone. Author, Alex Moore, provides data and examples of what high performing organizations used to improve their accessibility efforts in e-learnings. This information can be found on ATD, the largest association for talent development.
References
Moore, A. (2020, October 15). Don’t overlook accessibility in E-learning | ATD. https://www.td.org/magazines/ctdo-magazine/dont-overlook-accessibility-in-e-learning
This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
In this article published by Society for Human Resource Management, Nicole Lewis (2022) explains that one inhibitor of employee retention is the employee not achieving a sense of growth in the workplace. Additionally, the pandemic promoted quantity of training. However, employees are looking for quality and relative purpose. Lewis (2022) presents the solution of alignment. This means that learning designers should first identify the performance gaps within the company or individual employee. Once needs are identified, the trainer should work to keep learning related to those needs through other technological strategies such as virtual reality and contextually relevant platforms such as YouTube.
Individuals will find this article useful if they are teams who are researching best practices in learning strategies. Others include institutions or designers who may have already provided too many resources and are now looking to decrease learning inventory in the efforts to become more aligned. This source originated from the Society of Human Resource Management which is a source used by many in the field to retain their employees or refer to laws and other information relating to human resources and employee development.
Reference
Lewis, N. (2022, September 14). Learning technologies will drive innovation and growth, study shows. SHRM. https://www.shrm.org/resourcesandtools/hr-topics/technology/pages/learning-technologies-will-drive-innovation-and-growth-study-shows.aspx
This post comes to you courtesy of your convivial and continually-learning guest blogger, Daniel Liestman a master’s degree student in the Training and Development program at the University of St. Francis (Joliet, IL).
Moore & Klein (2020) accept that most learning in the workplace is informal, but realize the bulk of resources are provided for formal training. In a survey (N=385) and subsequent interviews (n=20) of trainers they found T&D professionals engage in informal learning to foster informal learning by passing along articles or link to targeted individuals. Trainers also supply just-in-time job aids and tools. In addition, they create and curate learning objects and related materials for just-in-case situations. Alternatives not explored might include brown bag sessions or walking about and engaging with staff. Fostering informal leaning is a resource-efficient approach to counter budget and staffing shortfalls while improving organizational performance.
IMHO (in my humble opinion), Moore & Klein (2020) address an intriguing topic. The rub is that the suggestions in the survey and those offered in the interviews are pedestrian (email, help sheets, filing away digital objects, etc.) How might technology be better deployed? How might online organizations foster those watercooler moments? Could corporate maker-spaces foster creativity and discovery to grow the bottom line? How can informal learning be tracked and evaluated? The profession seems to have a wing-and-a-prayer approach to informal learning. The research would have been more satisfying had the authors dug more. I do hope this is not as deep as they could go, and this is all that they can offer. Perhaps these topics can be pursued in subsequent research?
Moore, A. L., & Klein, J. D. (2020). Facilitating informal learning at work. TechTrends, 64(2), 219-228. https://doi.org/10.1007/s11528-019-00458-3
Nano-learning is a technique that delivers learning resources in small formats, such as short videos, texts, and sound bites, which are approximately two to ten minutes long. These “nuggets” of information make learning easily accessible within a short time, enabling learners to grasp key concepts quickly and retain information without feeling overwhelmed. Nano-learning has become increasingly popular due to the shorter attention spans that have emerged in the digital age.
The article only cites another article about attention span. However, the original piece was an interesting read about how society’s digitalization has impacted how we learn. It highlights the benefits of nano-learning, which enables learners to consume small chunks of information for faster and more personalized learning. Overall, the article effectively explains the reasons and methods behind nano-learning. As our world continues to evolve, the needs of learners will also evolve.
This post is provided by guest blogger, Kelly Andrzejczak, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Technology resources that support mental health are addressing a high demand by providing convenience and accessibility. From apps that track moods to online therapy to mindfulness tools, the sky is the limit to the support that technology can provide to employee wellbeing. Employers that promote digital mental health resources play an important role in addressing & overcoming the stigma around asking for help. Embracing digital technology to support employee wellbeing can provide analytical tools and measurements to build better processes for employee wellbeing and simultaneously boost company productivity.
This information can be helpful for leaders who are trying to care for their employees as a whole person. Wellbeing is being closely looked at right now, especially post pandemic, and managers could benefit from exploring the options available to supporting their team’s mental health and wellbeing. I think this article is great at a high level and providing evidence of the benefits; I would like to see additional information or a follow up from employers that have implemented digital mental health resources and what has worked well and any lessons learned.
Using digital tech to support employees’ mental health and resilience. (2021, July 8). McKinsey & Company. https://www.mckinsey.com/industries/life-sciences/our-insights/using-digital-tech-to-support-employees-mental-health-and-resilience
This post is provided by guest blogger, Danielle Victoriano, graduate student University of St. Francis, MS Training and Development program.
E-Learning is evolving to create the ultimate self-driven and self-paced yet interactive design. It is emerging into an interactive model that is intuitive for the learners’ needs. Is this what learners need and want? Will this aid them in achieving their goals? Mangalvedhe examines this in this 2023 article. The author examines how emerging technologies can influence and transform learning and development moving forward. In the article, the author examines how artificial intelligence, augmented and virtual reality, gamification, mobile learning and microlearning will change how we interact and respond within the learning model to a more profound level than we have in eLearning.
This is an excellent article for content creators and instructional designers that are seeking ways to provide interaction and take learning to an application level. The author examines in detail how each technology can be integrated into instructional design. Mangalvedhe (2023) also discusses how each technology can fulfill and appeal to the various needs of learners. Examples are provided to suggest how these technologies can be executed successfully in the created content. These examples will be a starting point to consider using these advanced technologies that workplaces are already utilizing to raise the bar of flexible and efficient learning while expediting the upskilling process.
References
Mangalvedhe, A. (2023, January 12). The emerging technologies in Elearning. eLearning Industry. https://elearningindustry.com/the-emerging-technologies-in-elearning
This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
In this article from The Organization Management Journal, researchers Praveen Kulkarni, Prayag Gokhale, Y.M. Satish, and Basavaraj Tigadi (2022) evaluated the effectiveness of gamification and employee motivation or productivity in the workplace. They found that the technology is effective only if the trainer applies relevant elements. These elements include examples such as trainees earning badges, placements on leader boards, or advancing to higher levels of training digitally. Additionally, for participants’ productivity to increase in the workplace, the game and elements must resemble the qualities and tasks that consist in the workplace itself.
This resource would be useful for trainers that are considering implementing games in their sessions. This article is an asset in creating a method of training that will help workers recognize progress in their learning and achievement. This will also allow companies to better align their training curriculum due to the need for the games to simulate the workplace. Thus, organizations can track the correlation between employee motivation in the game-based training and productivity in the job setting. Although this research is exclusive to software-based companies, the concept can be implemented in most settings to enhance organizational development.
Reference:
Kulkarni, P., Tigadi, B., Satish, Y. M., & Gokhale, P. (2022, March 31). An empirical study on the impact of learning theory on gamification-based training programs. Organization Management Journal, 19(5). https://www.emerald.com/insight/content/doi/10.1108/OMJ-04-2021-1232/full/html
This post is provided by guest blogger, Tricia Padgurskis, DPT, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
With the fast pace of healthcare, clinicians and their students need to learn the latest workflows, procedures, and methods for best patient care. In the article by Thomason (2021) in the Journal of Metaverse (a double-blind peer-reviewed, open-access academic journal), the Metaverse is introduced as a new way of providing simulation learning for clinicians. Metaverse is a virtual realty space in which users can interact with a computer-generated environment. In this article, many new virtual healthcare environments are described and include Veyond Metaverse, Studyum, OptiVu Mixed Reality, and Accuvein (Thomason, 2021). In these spaces, students and clinicians can view, practice, and simulate patient care scenarios such as performing a surgery, interpreting imaging, and providing rehabilitation. As there are many benefits of learning, Thomason admittedly shares her ethical worries of a healthcare metaverse.
The article facilitates the idea that it might be time to keep up with the new ways of simulation-based learning using VR and a possible Metaverse especially in healthcare. Metaverse immersion might be the next big step to safer practice and collaboration between healthcare teams. However, do you have anxiety about wearing a VR headset?
Thomason, J. (2021). MetaHealth-How will the metaverse change health care? Journal of Metaverse, 1(1), 13–16. Retrieved May 27, 2023, from
This post is provided by guest blogger, E Ivy, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
The writer of the Brown Center Chalkboard blog suggests there could be cause for concern for the online learning levels of higher education students. While much of the post-pandemic attention surrounding e-learning loss has been given to K-12 learners, data reveals college students performed worse in e-learning courses than in face-to-face classes. For learners who are male and less academically prepared, the negative implications of online learning are greater. However, differences in characteristics of students who choose in-person versus online options may impact some outcomes. At least one finding indicates hybrid courses experience similar results to in-person learning.
This blog site with writings by scholars and fellows in association with the research and public policy-based Brookings Institution is a credible source. I recommend higher education faculty and administrators review the article, as they may be interested in its assessment. The information, with research links included, is helpful in that it discusses and suggests we give attention to postsecondary online learning (in addition to K-12 education). As e-learning continues to expand and evolve, educators may be able to glean from this information and adjust where needed, to help ensure virtual learners are learning as effectively as their in-person counterparts.
Cellini, S. R. (2021, August 13). How does virtual learning impact students in higher education?. Brookings. https://www.brookings.edu/blog/brown-center-chalkboard/2021/08/13/how-does-virtual-learning-impact-students-in-higher-education/
This post is brought to you by your genial novice blogger, Daniel Liestman, a graduate student in the University of St. Francis’ (Joliet, IL) MS in Training and Development program.
Last November, Open AI released an advanced chatbot like no other. ChatGPT (generative pre-trained transformer) draws on Internet information. It’s RLHF, or Reinforcement Learning from Human Feedback component, however, provides the human-like quality. While ChatGPT may stir anxiety in some, it can be used as an effective learning tool. For example, how might learners construct an AI generated argument and then analyze and critique it? Further, how might learners hone their own questioning skills to spark discovery? Such AI can also foster individualized learning as well as doing administrative work for instructors while also doing instructional planning.
Stephens, an educational consultant with degrees from Harvard and Stanford, has no idea what ChatGPT bodes. But neither do we. AI, for her, has a place in learning, but also in reducing instructors’ grunt work. I recall the story of a professor who audio taped a lecture for a day he was out. While the reel-to-reel played atop the lectern, a cassette recorder on each student’s desk taped the lecture. While the technology has changed, AI may well imitate this cautionary tale at the moment expense of learning.
Stephens, D. (2023, May 16). ChatGPT examples to use artificial intelligence in education. Nearpod Blog. https://nearpod.com/blog/chatgpt-ai-artificial-intelligence/
This post is provided by guest blogger, Breanna Winters, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
In this article from eLearning Industry, CEO and Co-Founder Morten Zetlitz and CTO and Co-Founder Anders Heivoll of Apprendly present on various trends in corporate learning for 2023. It includes a brief overview of training and technology and then addresses seven core considerations that optimize the learning experience. These seven considerations include: 1) remote work options 2) gamification 3) customizations 4) microlearning 5) cultural competency and diversity 6) flexible platforms and 7) learning experience platforms (LXPS).
This source is ideal for training and development leaders in an organization that are exploring options on how to enhance their current training services to their staff. The review of these considerations can help provide a guideline for what to look for in a potential training service, such as when considering an LXP. Although the article does not provide a list of specific technologies that are currently on the rise, the specifications can help pinpoint the search and inspire questions like “does this platform create a simulation of a reality?” It is a good basis for identifying emerging eLearning needs.
Reference:
Zetlitz, M. & Heivoll, A. (2023, January 31). 7 key corporate learning trends in 2023. eLearning Industry. https://elearningindustry.com/key-corporate-learning-trends-in-2023
Business or strategic planning is essential for organizations and projects to stay on track. It is how organizations set priorities, focus energy and resources, keep stakeholders working towards common goals, and fix directional problems. Strategic planning can also serve as a benchmark to judge performance. Continue reading
Creating Effective E-learning Programs by Analyzing Current Data
This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.
As more organizations turn to e-leaning as the preferred educational and training modality, the need to accurately measure participant outcomes is imperative. The success of e-learning programs is dependent on the ability of decision makers to gauge success and failure in order to change and improve the implementation of emerging technologies and delivery systems. There are currently limited metrics on e-learning outcomes. This is due to the lack of congruity across assessment criteria, measuring standards, and digital learning content. Assessment of e-learning programs is needed to accurately determine the effectiveness of e-learning environments in order to assess the most effective e-leaning teaching tools and methods.
The article “impact of online learning on student’s performance and engagement: a systematic review” by Akpen, Asaolu, Atobatele, Okagbue, and Sampson (2024), evaluates the current research on the effects of e-learning on student outcomes. The research review examines 18 in-depth studies using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA). An analysis showed varied academic outcomes from learning in the online environment. Some studies showed improved student performance due to the flexibility and accessibility of the e-learning environment. While other studies highlighted the challenges of the e-learning environment including isolation and lack of interactions with instructors and peers. The effectiveness of e-learning was also shown to be affected by things like the quality of the digital tools, the accessibility and reliability of the internet connections, and participant’s motivation to stay engaged in e-leaning programs. Recognizing and addressing these issues can improve the overall e-learning experience, thereby positively affecting the student outcomes. This information is useful program designers, trainers, and educators responsible for the e-learning experience and informational content.
Categories: Assessment & Evaluation, Instructional Design/Program Development, Online Learning
Reference:
Akpen, C.N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2024). Impact of online learning on student’s performance and engagement: a systematic review. Discover Education, 3. https://doi.org/10.1007/s44217-024-00253-0
This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.
The article, “Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes” by Chang and Siew (2024), examines how Self-Directed Learning (SDL) abilities influence e-learning outcomes. Core SDL principles include self-motivation, goal-setting, active planning, and self-evaluation. The research evaluated various elearning outcomes, such as enhanced learning, empowerment, time-saving, and academic success. The study found that students with higher levels of SDL, including self-efficacy, social interaction, and online readiness, tend to experience greater satisfaction and success with elearning. Since online courses heavily depend on SDL, students lacking these skills may struggle in this environment. Building relationships and incorporating positive emotional interactions could improve learning outcomes, student participation, and academic achievement.
This peer-reviewed study is valuable for higher education instructors designing elearning experiences. It highlights the connection between SDL abilities and student satisfaction as predictors of elearning outcomes. This research is beneficial for educators aiming to foster motivation and engagement in virtual settings. Learners benefit most from well-structured learning environments that connect the relevance of the content to their personal and professional lives. For example, when professionals recognized the career development benefits of their coursework, they reported higher satisfaction with their elearning experiences. Chang and Siew (2024) emphasize that learning is most effective when educators promote self-guided, independent learning strategies that inspire students to become lifelong learners.
References
Chang, W. C., & Siew, W. F. (2024). Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes. Journal of Educators Online, 21(4).
https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=83f10a8e-19c1-3d24-82b7-1ccf49635f81
This post is provided by guest blogger, Stephanie DeFrancesco, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program.
There are several ways we can measure student outcomes by assessment. In a recent article, authors at Cornell University (2025), discuss how to approach measuring student outcomes, whether formative (receive input and guided feedback) or summative assessments (tests, quizzes, etc.). The article also discusses what to consider when you are developing methods for assessing the students. The end guide to get started with what to ask yourself when reviewing course assignments and outcomes is also helpful to make sure you are on the right track when creating assessments.
I believe the source is a great starting point to assessing the learning outcomes. It breaks the criteria down for the instructor in a short article, but it hits all the key points on how to get started and how to continue throughout the course. I think it is a very reliable source because this could be a struggle for some to know where to begin and how to understand how to measure student learning. I also appreciate how it defines each approach and explains how to ask students to reflect to know you are on the right track.
Cornell University. (2025). Measuring student learning: Center for teaching innovation. Measuring student learning. Center for Teaching Innovation. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/measuring-student-learning
This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program
As we continue to look for ways to improve learning outcomes, delivering a more personal learning experience for our students is becoming increasingly important. Key to this is successful assessment procedures. While exams and quizzes have been an integral part of learning assessment, due to the dynamic nature of eLearning these techniques are not enough. More creative and personalized assessment techniques will be needed to improve student engagement and provide the analytics needed to gauge student performance. Approaches such as simulations, group assessments, and interactive tests are just a few of the new techniques that are being implemented.
Satyabrata Das’ article Modern Assessment Techniques in eLearning (2024) breakdowns the reasons why changes in eLearning assessment procedures are needed. The article starts with brief examples of creative assessment techniques and while what is presented is informative, presenting examples would have helped. This is followed by a brief review of the importance of assessments, as well as stressing the need for promptness and fairness. While the information presented in these sections was useful, it was weakened by the lack of data supporting the claims. Ultimately, this article serves as a great starting point for someone looking to improve their assessment procedures.
Reference: Das, S. (2024, August 25). Modern Assessment Techniques in eLearning. eLearning Industry. Retrieved from https://elearningindustry.com/modern-assessment-techniques-in-elearning
This post is provided by guest blogger, Hailey Kaddatz, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.
The assessment of student outcomes in e-learning reveals a significant gap between content delivery and learner engagement (Noesgaard, n.d.). Many participants engage in behaviors like skipping through training sessions and multitasking, which undermines the effectiveness of the learning experience. There is a need for more interactive and engaging content to foster genuine understanding and retention.
This information provided by Noesgaard (n.d.) appears reliable as it draws on observed behaviors in e-learning environments. This resource could be useful for educators and instructional designers looking to improve engagement and assessment strategies. It may interest those involved in e-learning, training programs, and educational policy development.
Reference: Noesgaard, S. (n.d.). The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness. https://academic-publishing.org/index.php/ejel/article/view/1735/1698.
This post is provided by guest blogger, Edith Peña, graduate student at the University of St. Francis in Joliet, MS in Talent and Development program.
In the article, “8 Qualitative eLearning Assessment Methods to Track Online Learners Progress”, Christopher Pappas (2023) provides eight methods to track a learners’ progress using qualitative assessments. Qualitative assessments help determine the online learners’ proficiency and knowledge mastery. The eight qualitative eLearning assessment methods mentioned in the article are, task-based simulations, branching scenarios, online group collaboration projects, open-ended questions, problem-solving case studies, eLearning blogs, online interviews and forums and online discussions. These assessments help instructors go beyond surface level and can help an instructor identify the areas a learner needs improvement on.
This article is published on elearningindustry.com which is valuable resource to those in the industry handling eLearning programs. I like how the author states, “it’s not how much you know but how well you know it” (Pappas, 2023). I learned new things from this article, and I would be putting some of this into practice. One of the things I think was missing from this article was insight of what the learners’ feedback was about these assessments. I would really like to know that these methods have been put into practice and what did the learners think about it.
Reference
Pappas, C. (2023, June 12). 8 Qualitative eLearning assessment methods to track online learners progress. eLearning Industry. https://elearningindustry.com/qualitative-elearning-assessment-methods-track-online-learners-progress
This post is provided by guest blogger, Leah Koncir, graduate student University of St. Francis, MS
The article “61 Effective Assessment Strategies for Teachers to Use” from Indeed.com provides a comprehensive list of assessment methods designed to develop student learning and engagement. These strategies range from traditional methods like quizzes and polls to more interactive approaches such as interviews, reflective writing, and entry and exit questions. Each technique is tailored to assess different aspects of student comprehension and progress, providing educators with versatile tools to gauge learning outcomes effectively.
Indeed.com is a reputable platform know primarily for job listings and career advice, but it also provides valuable resources for educators. The article is well-structured, offering practical assessment strategies that teachers can readily implement. However, it lacks in-depth discussion on the theoretical foundations of these methods and does not provide realistic evidence of their effectiveness. Educators seeking to diversify their assessment techniques and improve student engagement would find this resource particularly useful.
Reference: Indeed, Editorial Team. (2025,March 8). 61 effective assessment strategies for teachers to use. https://www.Indeed.com/career-advice/career-development/assessment-strategies
This post is provided by guest blogger, Bianca Henderson, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program.
In “How To Evaluate The Success Of An e-Learning Program: Setting Objectives And Assessing Outcomes,” Merchant (2023) emphasizes the importance of evaluating e-Learning programs to ensure they achieve educational goals and provide value. She outlines key steps for effective assessment: 1) Establish clear, measurable objectives aligned with organizational goals; 2) Analyze learner engagement through metrics such as completion rates and participation; 3) Assess learning outcomes using quizzes and assignments to measure knowledge retention; 4) Gather learner feedback via surveys to identify strengths and improvement areas; 5) Implement continuous improvement based on collected data to enhance the program. These steps help organizations create effective and engaging e-Learning experiences.
This article presents a structured approach to evaluating e-Learning programs, making it a valuable resource. By outlining practical steps for assessment, the article serves as a guide for those seeking to enhance their e-Learning initiatives. HR professionals and training instructors will find the information relevant. The article could benefit from specific case studies or examples to illustrate the application of these steps in real-world scenarios.
Category: Assessment & Evaluation, e-Learning, Teaching Strategies
Reference:
Merchant, N. (2023, September 25). How to evaluate the success of an eLearning program: Setting objectives and assessing outcomes. eLearning Industry. https://elearningindustry.com/how-to-evaluate-the-success-of-elearning-program-setting-objectives-assessing-outcomes
This post is provided by guest blogger, Samerah Saad, graduate student University of St. Francis, MS Talent Development program.
Barbetta (2022) summarizes how active learning by digital tools can enhance learner outcomes by promoting collaboration and engagement. One focus includes the concept of Education 5.0 to discuss the learner-centric outcomes and focus on student well-being adapted to be more inclusive on a holistic level. The utilization of artificial intelligence to amplify learning experiences supports increased rates of engagement. The author supports their theory by data found in gamification approaches without losing sight of ethical concerns on data privacy. They also provide a framework for implementation to include cross-disciplinary collaboration with artificial intelligence.
I enjoyed the inclusive mentions to emphasis accessibility and a holistic approach for learning. Barbetta focused on lower-cost options such as presentations adaptations and peer learning sessions. However, I am concerned about the sufficiency these tools will provide since it will take from the direct approach from traditional means. Active listening or proper absorption on niche topics from the peer-turned-teacher doesn’t guarantee adequate results. I would have enjoyed specific examples, with their effectiveness, of how technology can boost current programs with relative ease to provide the reader with an actionable insight to more realistically integrate.
Reference:
Barbetta, P. M. (2022). Technologies as tools to increase active learning during online higher-education instruction. Journal of Educational Technology Systems, 51(3), 317–339. https://doi.org/10.1177/00472395221143969
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