This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program
Despite the growth of eLearning, for most, education continues to mean classroom sessions with teachers. As the world continues to evolve, so does education. While most organizations are onboard with eLearning, it takes time to learn to skills and techniques to make it successful. Implementing eLearning requires three basic steps: Planning, implementation itself, and evaluation. During implementation, it is important to keep common challenges, such as lack of student engagement and technological hurdles, at the forefront. Assessing your needs, planning your courses and goals, and communicating with all parties throughout the process are all key to a successful launch.
Sergi Movchan’s (2025) article How to Implement eLearning In an Effective Manner? provides a straightforward explanation of the process of identifying the process for implementing an eLearning system. He begins by identifying the common challenges that organizations face during this process. This is followed by outlining basic tips that any organization can follow to ensure a successful launch. Throughout the article, he links to other articles that help expand on many of the steps that are required. This article is a great primer for anyone who is looking to begin the process of implementing an eLearning program.
This post is provided by guest blogger, Stephanie DeFrancesco, graduate student University of St. Francis, MS Training and Development Program.
Online learning has become very popular in the past few years, but is it what students prefer? In the article, Ong et al. (2024) discusses the seven reasons why students prefer in-person classes rather than online classes. The classroom gives students a sense of “togetherness,” and they find it easier to stay focused and motivated. Student also appreciate the sense of routine. Going to class and being able to ask questions and communicate in that moment. The article discusses how online learning seems to impede learning and social interaction.
I do recommend this article, because I feel that we are always looking for the positives of e-learning. We assume many students prefer e-learning, but there is a great percentage that still prefer in-person classes. E-learning is becoming more available for classes, because they are easy to access from anywhere and can be done at any time, but some students still feel that attending class gives them a sense of belonging and interacting with instructors and students. I find that I prefer in-person learning for certain classes, because I feel I am able to stay focused and get more from the class.
This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program
There is a massive amount of digital data available on any number of subjects. AI has pushed the boundaries of big data. Gleaning useful information from endless search parameters is an infinite challenge, especially in the e-learning setting. The use of AI and big data mining makes it nearly impossible for students, in the time frame of semester course work, to make meaningful connections between various subject matters. There is an emerging tool that is indispensable to students and researchers at all levels of education, but specifically in the e-learning setting.
An article published in the journal Heliyon, analyzes the available peer reviewed published research literature on the use of data graphs as an effective search technology which is highly adaptable and suited for the digital learning environment. The authors provide a systematic appraisal of user usefulness and successful research outcomes in the digital learning environment when searching topics using institutionally compiled data graphs. Data graphs allow seemingly independent information variables to interconnect and return more meaningful data to the user through AI and human compiled related data. This information is useful when students and institutions are interested in a comprehensive understanding of a specific topic. Data graphs have been developed in other areas but are emerging as a invaluable tool for higher education students and instructors participating in the e-learning environment.
Abu-Salih, B. & Alotaibi, S. (2024). A systematic literature review of knowledge graph construction and application in education. Heliyon, (10)3. https://doi.org/10.1016/jheliyon.2024.e25383
This post is provided by guest blogger, Stephanie DeFrancesco, graduate student University of St. Francis, MS Training and Development program.
The evolution of AI technology has significantly improved our world especially when it comes to education (Haroun, 2023). In the article, Haroun (2023) discusses how AI in education can guide the student in different ways of learning, enhance performance, improve grammar and carry the students into a successful career. Although AI can be beneficial, it can also have flaws. AI technology is very advanced, but it can also make errors. There have been issues with information that AI has put out that is not accurate or fabricated. It is always best to double check the information provided by AI before using it for any research.
I believe this is a good article that discuss the pros and cons of the use of AI in education. It is not a significant amount of information, but it does provide the basics of how AI can be used for learning purposes. I think it is also great that it reviews some of the negativity associated with using artificial intelligence and for this to not be your only source of information as it can use it incorrectly. It is a great started article if you are interested in learning how it can benefit education.
This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.
In this article Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study, authored by Ahmed N. Al-Rahmi, Mohd Shahizan Othman, Rusli Abdullah, Mo’ez Al-Habaibeh, Yousef Mehmood Yahaya Al-Rahmi, Muhammad Atta Ullah, and Norshahriza Nordin, published in 2022 in the in the International Journal of Educational Technology in Higher Education, studies how the impact cloud supported collaboration has on student knowledge and the learning environments.
The use of cloud supported collaboration such as Google Drive Sheets for post graduate students with knowledge sharing, reflective thinking, and enhancement of collaborative learning. The article provides a study amongst 180 post graduate students, who all participate in an activity to study the student engagement and overall improvement of student learning outcomes. The study utilizes collaboration in Google Drive Sheets, utilizing the importance of research focus, methodology, implications, and practical implications in the learning environment.
The article delivers the importance of cognitive presence, knowledge sharing, and reflective thinking in the learning environment. The study and article explain how the use of cloud based collaborative learning enhances the student’s knowledge, engagement, and learning in their environment.
This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.
In this article Supporting students’ self-regulated learning in online learning using artificial intelligence applications, authored by Yannis Vovides, Sara Sanchez-Alonso, Vasiliki Mitropoulou, and Gwendoline Nickmans, published in 2023 in the International Journal of Educational Technology in Higher Education, studies how the use of artificial intelligence can improve students in self-regulated learning during their online education. The article explains how utilizing artificial intelligence’s adaptive learning patterns, emotional assistance to students, and personalized responses help as tools and techniques required for the student’s needs.
The article delivers the importance of utilization of artificial intelligence for learning environments. There is a study that explains combined teacher support and constructed feedback, and the importance of it for the student. Specifically, learning outcomes in the online environments which help to assist the students in management of their learning processes more effectively.
This post is provided by guest blogger, Daniel Liestman, graduate student University of St. Francis, MS Training and Development program
How well do new resident physicians manage their money? Apparently, not too well. Hence the need for training. Learners reported positive responses to the training. Trainers incorporated Level 2 multiple choice and open-ended questions to gauge attitudes and behaviors toward the training. In follow up they also self-reported new behaviors in setting financial goals and other manifestations of financial planning ranging from acquiring insurance to systematic retirement planning. They also self-reported improved habits of increased savings and long-term financial planning. Incorporation of training is considered an operational measure of the degree to which learners respond positively within the affective domain.
This study realizes the affective domain does not stand on its own and acknowledges cognitive and behavioral factors are essential to training success. However, the further the study moves from Level 1, the less clear the impact of affective motivation. Moreover, the authors narrowly define affective as positive feelings in response to the training. Fear of failing financially could easily be an affective response. This study is unique in its assessment of affective motivation. Yet, there is much more to consider in assessing how learners respond to training. How do the basic emotions impact learning, retention, and behavior.
This post is provided by guest blogger, Michelle Edwards, graduate student University of St. Francis, MS Training and Development program.
This article focused on changes that were implemented for students of management education and management education educators in the post COVID-19 era. The world had to pivot in 2020, and adult learning was no exception. This article explained changes that transformed learning. Management education is unique in such that the education is provided for business leaders, administrators and provides professional or expert advice. This is a specialty area of education.
This was an awesome article; this article would be beneficial for graduate students doing research for training and development programs or for instructional design program students. This is also a great article for professors who teach management education.
The University of St. Francis recently launched a new program in the area of talent development and training. The M.S. in Talent Development is an online program – 10 courses – to earn a Master’s degree.
Contact Dr. Bonnie J. Covelli for more information. bcovelli@stfrancis.edu or 815-740-5071
M.S. in Talent Development – Things Have Changed and So Have We
Embrace the future with a M.S. in Talent Development from University of St. Francis, Joliet, Illinois. The new curriculum aligns with the Association for Talent Development (ATD) Talent Development Capability Model™. If you have earned the distinguished Certified Professional in Talent Development (CPTD®) or Certified Professional in Learning and Performance (CPLP®), then you only need nine courses to earn the degree because you can earn credit for prior learning. #ATDmember
The Talent Development program offers employment possibilities such as a talent development manager or director, human resources manager or director, learning and development manager or director, training or education manager or director, manager of organizational learning, employee relations manager, HR administration director, human resources operations manager, development manager, education director, learning manager, staff training and development manager, training and development coordinator, training and development director, training director, training manager, director or dean of continuing education, higher education administration, director of adult or community education, human performance consultant, trainer, consultant, instructional designer.
Students will find both personal and professional growth in the study of talent development. In this program, students have the opportunity to complete assignments they can apply to their organization, institution, or place of employment. They will gain hands-on experience with effective ways of building organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults. The Talent Development program supports students if they want to move up in their current organization, secure a position in another organization, or make a career change.
The talent development program provides employers with professionals who have expertise in the areas of human resources and learning and development. Students will understand how developing a learning organization leads to improved performance in the workplace, and they will have an awareness of internal and external environments that will enable them to position talent effectively within their organizations.
Program Mission
The Master of Science in Talent Development program provides quality educational experiences in an applied curriculum for professionals in the fields of talent development, human resources, and the delivery of programs for adults.
Program Outcomes
Upon completion of the program, students will be able to:
Increase knowledge of organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults
Develop professional capability and awareness of ethical practices in the field of talent development
Consult with various talent development stakeholders while building personal capability in the area of lifelong learning
USF Training 