Adult Learning Theory

Data Graphs: Emerging e-learning tool

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Technological Innovations in Data Usefulness

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

e-learning

M.S. in Talent Development – Things have changed and so have we!

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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:

  1. Increase knowledge of organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults
  2. Develop professional capability and awareness of ethical practices in the field of talent development
  3. Consult with various talent development stakeholders while building personal capability in the area of lifelong learning

Learn more at:

Talent Development (M.S.)

Interactive Learning Tools That Won’t Break Your Budget

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This post is provided by guest blogger, Brianna Richardson, graduate student University of St. Francis, MS Training and Development program.

The most effective eLearning courses utilize interactive components to drive engagement. However, training budgets may not always allow for the purchase of new technology. “15 Free Interactive eLearning Tools” by Hannah Malmstrom (2022) provides a list of interactive tools that won’t break the budget for trial and pilot adoption. The author provides a comprehensive review of a variety of platforms that can be used to increase engagement in online courses. Each review includes criteria such as highlights, best use, and cost. The tools named offer features that are in alignment with current eLearning trends like microlearning, social learning, and collaboration.


I recommend this article for instructors that are researching different learning management systems to help boost engagement in their online courses. The list of 15 free tools features a variety of platforms that creates a comparison view and allows the reader to identify those to research further. The solutions offer ways for learners to interact using quizzes, games, and progress reporting. Malmstrom (2022) goes the extra mile and even highlights who the best audience is for some of the tools. This allows the person researching to focus their attention on the features and audience that would best suit their need.

Reference

Malstrom, H. (2022, January 10). 15 free interactive eLearning tools. EdApp Microlearning. https://www.edapp.com/blog/10-interactive-elearning-tools/

Choice and Performance Relationship, Not Always Friendly

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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.

A university faculty member studied the correlation between course registration timeliness & availability of choice in selecting courses, and achieving course completion with higher grades. When early registrants could choose an in-person or online course – and selected online – they completed the course and earned higher grades than their peers who registered late, with only the online option. One of the biggest performance gaps were with drop, fail and withdrawal students. The study concludes, if another face-to-face class was available, some students might have preferred and chosen it, and performed better. The study did not review specific student characteristics. 

I recommend postsecondary educators review this study as they may be interested in its literature review, hypotheses, and data analysis. I find this study conducted by a Judd Leighton School of Business and Economics faculty member to be credible. This study is helpful because it affirms that students have different learning preferences and compatibility with class modality. While some students have adapted to, and even prefer online education, in-person classes may best suit other learners. The findings highlight the importance of choice availability, as students may opt for e-learning courses only when the alternative is no class at all.

Pathak, B. K. (2019). Study of e-learning outcomes: The role of late-registration and self-selection. The e – Journal of Business Education & Scholarship of Teaching, 13(1), 13-19. Retrieved from EJ1239138.pdf (ed.gov)

Wholistic e-Learning Through e-Portfolios

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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.

Researcher Patience Kelebogile Mudau identifies perceptions of e-portfolios as a form of assessment. E-portfolios are digital spaces for a user to compile projects that highlight qualities about themselves. This assessment enables users to be actively involved in their learning. Students can also engage in the process of reflecting on feedback before they submit activities to their e-portfolio. Despite the possible need for technical training, Professors at University of South Africa agree that e-portfolios are effective in promoting student-centered learning and growth in digital literacy. 

This article’s data were gathered qualitatively through interviewing lecturers that have participated in administering e-portfolios as a requirement for their online students. This firsthand account of information will assist other instructors who are weighing the benefits and limitations of digital student-centered assessments. This entry also serves as an asset because it is published in the International Journal of Educational Methodology which provides readers with pedagogical techniques that succeed around the world. In a world where digital workplaces are on a rapid rise, it is beneficial to consider different techniques, needs, and outlooks in our ever-growing communities. 

Reference: 

Mudau, P. K. (2021). Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning. International Journal of Educational Methodology, 8(1), 81–90. https://doi.org/10.12973/ijem.8.1.81

Winning Strategies for Online Learning

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This post is provided by guest blogger, Brianna Richardson, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

During the pandemic, more courses began being offered online than ever before. However, some educators have been using proven teaching methods for online learning for quite some time. For Edutopia, Michael Ralph (2020) provides an insightful summary of a study that interviewed a group of eight award-winning online instructors, with more than 100 years combined experience, to identify key strategies that can make an online course more engaging. Strategies like student created content, intentional learning reflection opportunities, and current multimedia sources were used by these seasoned online educators. The article provides actionable suggestions for creating engaging and relevant online courses.

I would recommend this article for educators, or trainers, that are still adapting to the world of online learning. Ralph uses real world examples to create a clear roadmap for how to design an award-winning online course. I have even seen some of the listed recommendations utilized in our graduate program. One specific example is the use of discussion posts as an opportunity to reflect on what has been learned. Every course I’ve taken in the program uses this reflection activity. The article highlights how the subjects of the study intentionally created these opportunities in the lesson plan (Ralph, 2020).

Reference

Ralph, M. (2020, April 17). Teaching strategies of award-winning online instructors. Edutopia. https://www.edutopia.org/article/teaching-strategies-award-winning-online-instructors/

Keeping Current in Learning Technology

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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

Digital Immigrants E-learning Study Includes LMS and WhatsApp

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This post is provided by guest blogger, Michele Cote, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

An e-learning study was conducted at a Malaysian university of students aged 40 and older. Participants included a total of 14, two men and 12 women who agreed to participate in the study. Ch’ng Lay Kee (2020), termed the respondents as digital Continue reading →

EEAM: A New Tool for Assessing E-learning

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This post is provided by guest blogger, Michele Cote, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Researchers from Tehran University of Medical Sciences and University of Tehran conducted a study of e-learning programs. The goal of the study was to develop an assessment that would gauge students’ perceptions of the e-learning environment. Both Continue reading →

Adult Learners – Hidden Realities

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This post is provided by guest blogger, Michele Cote, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

David Housel (2020) brought to light challenges some adult learners face that can be overlooked by educators. Although measures exist to help children with difficulties while they are in school, the same is not true for adults. Background, interruptions in Continue reading →