Provided by guest blogger, Angelica Brodeur, graduate student University of St. Francis, MS Training and Development program
All too often, universities assess their learning environments to then improve the learning outcomes of their students. If this is the case, different learning environments need different assessments. Assessing a classroom environment will be different then Continue reading
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
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, 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
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This post is provided by guest blogger, Tricia DeFay, graduate student at the University of St. Francis in Joliet, MBA in Health Administration program.
Summary
In the article “Teaching Strategies of Award-winning Online Instructors” Ralph (2020) looks at a recent study performed by Kumar et al (2019) that examined the course design and teaching practices used by top-rated online instructors. Eight award-winning university instructors were interviewed for the study. Data analysis revealed these five key elements: Continue reading
Provided by guest blogger, Angelica Brodeur, graduate student University of St. Francis, MS Training and Development program
One of the main benefits of e-learning is the potential to offer learners a personalized learning experience, thereby moving away from a ‘one size fits all’ approach. The paradigm of Personal Learning Environments (PLEs) is one example, Continue reading
This post is provided by guest blogger, Angelica Sanchez, graduate student at the University of St. Francis, MS Training and Development program.
In this article, the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design and Feature Driven Development Process (FDDP) were chosen as the instructional design and agile method to guide the design process 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.
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
Visit the following link for tools and tips to teach online learners:
https://sites.google.com/view/engaging-online-lessons/home
How to Record a Video Announcement in Canvas:
Varying Discussion Board Modality in Canvas:
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.
In the face of a public health crisis, colleges and universities had a difficult decision to make: cancel classes or find an alternative way to complete the semester? In an article written in the early stages of the mass conversion to online classes due to COVID-19, Hodges et al. (2020) describe how pandemic learning is not the same as a well-planned Continue reading
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