This post is provided by guest blogger, Sue Dumford, graduate student at the University of St Francis in Joliet, MS in Training and Development program.
“O this learning, what a thing it is!” – William Shakespeare
Many students may not always show the same enthusiasm when it comes to learning, especially when it comes to daunting comprehensive examinations. In her article, Learner Assessment in Online Courses: Best Practices & More, Anthea Papadopoulou (2019) Continue reading
This post is provided by guest blogger, Brandon Rinker, graduate student University of St. Francis, MS Training and Development program
In this brief article, Christopher Pappas (2019) discusses eight methods to assess online students and learners. Understanding and implementing these methods gives the educator the knowledge to track their students’ progress and find areas that need some Continue reading
Provided by guest blogger, Stefanie Gardner, graduate student University of St. Francis, MS Training and Development program
An instructor needs to be thinking what the learner should gain from an e-learning course as they are designing the course. The outcomes of the e-learning experience need to be outlined along with the course. The assessing of these outcomes should be learner Continue reading
This post is provided by guest blogger, Dawn Budreau, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Is feedback the responsibility of the teacher or the student? What does “feedback” really mean? In their 2019 article, “Developing a Learning-Centred Framework for Feedback Literacy,” Molloy, Boud, and Henderson (2019) tackle these questions and more as they present Continue reading
This post is provided by guest blogger, J. Mike Condreay, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Madonna’s Material Girl song came to me when I read an article on training assessment for the millennial generation. It is easy to simply replace the words material with millennial. The question that remains is can the millennial process replace the materialistic needs of a fully functioning training program? Continue reading
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
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.
John P. Egan (2020) reported results of a study conducted at a large Canadian research university about transfer of learning. Participants were global and completed an online Likert scale questionnaire. Egan (2020) noted in his article that when instructional design is used including specific learning activities and reflection, then transfer of learning seems to increase. Continue reading
This post is provided by guest blogger, Dianna Doyle, graduate student at the University of St. Francis in Joliet, Illinois MS in Training and Development program.
Based on research, McClary (2013) identifies four components of a quality distance learning course: course design, content, instructor, and support systems. Continue reading
This post is provided by guest blogger, Keeona Jordan, a graduate student at the University of St. Francis in Joliet, Il., MS in Training and Development program.
The use of e-learning tools in education and even in the work place will soon change the way we view learning. While there have been some forms of e-learning used in the past years, e-learning technologies are continuing to grow and instructors will need to focus
This post is provide by guest blogger, Dianna Doyle, graduate student at the University of St. Francis in Joliet, Illinois, MS in Training and Development program.
According to Phillips (2018) test questions can have a huge impact on the reputation and efficacy of a trainer and program. Questions that are too easy or give embedded clues are easily passed but when the test taker does not really measure up to expectations of competency the validity of instruction is questioned. Questions that are too difficult where few pass the test may lead to the shut down of programs since it would appear no learning actually took place even though time and resources were invested into the instruction. An instructor may know the content of a subject but may have very little to no training in creating test questions that truly measure if and what training took place.
Phillips (2018) recommends using Criterion-Referenced Test Development written by instructional design professors Sharon Shrock and William C. Coscarelli. Three test item statistics are discussed to evaluate the quality of test items: 1) difficulty index, 2) p-values, and 3) point-biserial correlation. To apply these statistics, you first need to create your test and then administer it to a group of at least 25-30 program participants.
The article defines and discusses each of these test item statistics as well as how to go about developing a quality test that measures up statistically as valid. This article and recommended resources would be an excellent tool for test designers and e-learning professors. This information should be incorporated into all programs training trainers and instructors. A quality measurement of such a course should include creating a test that meets the criterion outlined.
References
Phillips, K. (2018, August 1). Write test questions that actually measure something.
Association for Talent Development. Retrieved from https://www.td.org/insights/write-
test-questions-that-actually-measure-something
USF Training 