E-learning

Speech-Language Pathology E-Mentorship Capitalizes Virtual Space

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

Research on mentorship has mainly come from the fields of higher education, intercultural psychology, and counseling. It examines the personal, interpersonal, and professional aspects that contribute to positive and successful relationships. Despite mentorship in all field areas, including student training in clinical and academic settings, speech-language pathology (SLP) literature has not explored these aspects extensively. Mentorship promotes the development of theoretical and clinical knowledge. This article proposes a new “e-mentorship” model, which substitutes remote mentorship for in-person. It outlines the potential roles a mentor and mentee could play and links interpersonal and professional skills in a creative tutorial for e-mentorship in SLP.

This article delves into the different mentoring models and how they can benefit individuals in the field of SLP, regardless of their level of knowledge and experience. The authors explore various methods of utilizing e-mentoring within SLP and emphasize the importance of collaboration between mentors and mentees, who may be clinicians, researchers, faculty members, or students. By adapting their approaches and resources also to suit the needs of their clients and caregivers, they can make the most of e-mentoring opportunities and create a virtual space that goes beyond geographical barriers, leading to an enriching experience in therapeutic and academic environments.

References

Taiebine, M., & Keegan, L. (2022). E-Mentorship in speech-language pathology. Teaching and Learning in Communication Sciences & Disorders, 6(3), Article 8. Retrieved June 4, 2023, from https://doi.org/DOI: 10.30707/TLCSD6.3.1664996985.164457

eLearning and Knowledge Management

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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, a review of eLearning is established. The article identifies some specific challenges of eLearning and provides a review of technology-enhanced learning, also referred to as TEL. In further detail the article reviews Knowledge Management (KM) and how they are all intertwined. The main focus is how eLearning, TEL and KM have a similar goal: employee skill building that will ultimately increase organizational performance. The article continues to explore some additional components of eLearning such as through mobile apps and how these apps can create life-long learning (LLL).

This article reinforces some of the benefits of eLearning and the importance of quality of content. It could be important for a training team to review when discussing eLearning options for a company and how they want to relay their content to their employees.

Reference

Alsharhan, A., Salloum, S., & Shaalan, K. (2021). The impact of eLearning as a knowledge management tool in organizational performance. Advances in Science, Technology and Engineering Systems Journal, 6(1), 928-936.

Finding Value in Self-Directed Learning

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

Self-directed learning in higher education is a relevant topic in today’s e-learning world.  Learners can visit Khan Academy, YouTube, and TedTalks in order to achieve self-directed learning.  The article, 13 Ways to Develop Self-Directed Learning and Learn Faster, discusses how self-directed learning works.  Ho (2023) breaks down self-directed learning in five ways: what is self-directed learning, self-directed characteristics, how to develop self-directed learning, final thoughts, and gives more tips for learning.  The author also gives the reader productivity tools for staying organized, focused, and energized. Another helpful component of this article is how to develop self-directed learning. To most people, self-directed learning is a concept that you either have or you don’t.  Ho (2023) states that there are tips to help a learner develop self-directed learning.  “Self-directed learning is the key to having a more enriching learning experience.” (Ho, 2023)

Self-directed learning is so relevant to higher education.  The author explains that self-directed learning falls into 3 Ls:  lifelong learning, leverage, and labor of love.  This article is beneficial for a number of reasons:  it breaks down the meaning of self-directed learning, gives the reader different tools for improving self-directed learning, and gives a number of strategies to develop self-directed learning. The author concludes this article by suggesting different articles that can be valuable to the reader.

Reference

Ho, L. (2023). 13 Ways to Develop Self-Directed Learning and Learn Faster. https://www.lifehack.org/851922/self-directed-learning

Where’s the Tech in Informal Learning?

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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: Learning Nuggets For Fast-Paced Learning

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

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. 

Reference
Stoddard, J. (2023, April 22). Embracing nano-learning: Bite-sized education for the digital age. LinkedIn. Retrieved May 28, 2023, from https://www.linkedin.com/pulse/embracing-nano-learning-bite-sized-education-digital-stoddard-litd

Emerging Technologies and eLearning-Raising the Bar

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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

Getting Trainees to be “In Their Element”

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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.

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 

Grading E-learning Outcomes, Pun Intended

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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.

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/

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 →