This post is provided by guest blogger, Stephanie DeFrancesco, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program.
There are several ways we can measure student outcomes by assessment. In a recent article, authors at Cornell University (2025), discuss how to approach measuring student outcomes, whether formative (receive input and guided feedback) or summative assessments (tests, quizzes, etc.). The article also discusses what to consider when you are developing methods for assessing the students. The end guide to get started with what to ask yourself when reviewing course assignments and outcomes is also helpful to make sure you are on the right track when creating assessments.
I believe the source is a great starting point to assessing the learning outcomes. It breaks the criteria down for the instructor in a short article, but it hits all the key points on how to get started and how to continue throughout the course. I think it is a very reliable source because this could be a struggle for some to know where to begin and how to understand how to measure student learning. I also appreciate how it defines each approach and explains how to ask students to reflect to know you are on the right track.
This post is provided by guest blogger, Stephanie DeFrancesco, graduate student at the University of St. Francis in Joliet, MS in Talent Development Program.
As e-learning becomes more popular, educators are realizing that it is important to be able to prepare more in-depth programs and be able to create a class that is precise and successful to help the student learn using instructional design. In the recent blog by an E-Learning Specialist, they dive into the skills that teachers should be able to obtain to create a successful e-learning class. Such as achievable objectives, organized materials, up to date technology skills and creativity. Also discussed is the ADDIE model, which is used in many different instructional design processes for e-learning.
I recommend this blog for anyone who has to create or design an e-learning platform for students to use. The summary of the skills the instructor should use with explanation are extremely helpful to be able to plan a e-learning class. I also believe that the different phases of ADDIE would be helpful to follow when designing models and objectives. Instructional design is one of the most important parts of e-learning, and the blog breaks down how to create and utilize e-learning in education.
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, Samerah Saad, graduate student University of St. Francis, MS Talent Development program.
Arizmendi et al. (2023) highlights how Learning Management Systems and utilization of digital logs can provide insights to student performance and outcomes. This would be utilized to assess e-learning environments and their ability to understand the unique interaction patterns for the student. Moreover, this would also be used to analyze the data to calculate trends among all class members. This will be helpful to see how long each student is spending on coursework in comparison to the grades they are earning. The authors highlight how essential it is to enhance the learning experience through diverse learning approaches, standardization, instructional strategies, and proper use of technological tools/resources.
I recommend this article’s approach to put into practice many of the theories circling successful approaches to e-learning. However, there are concerns on how these digital logs can gather information to be utilized effectively in an ethical manner. I am concerned about how thoroughly they will need to dive into student data without privacy concerns. Additionally, just because an individualized student demographic is inputted into the algorithm, I worry about overcoming any stereotypical notions and assess the student fairly. Personalized education was a major selling point but, unfortunately, there was no data supporting the same results for diversified in-person learning.
Reference:
Arizmendi, C. J., Bernacki, M. L., Raković, M., Plumley, R. D., Urban, C. J., Panter, A. T., Greene, J. A., & Gates, K. M. (2022). Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work. Behavior Research Methods, 55(6), 3026–3054. https://doi.org/10.3758/s13428-022-01939-9Links to an external site.
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, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Instructional Design (ID) in Higher Education often holds a mysterious existence for students and educators accustomed to traditional learning. To uncover mystery, it’s helpful to look back and understand how ID became part of what we now know as “e-learning” teaching strategies. Sharon O’Malley (2017) points to a time in military training where the practice emerged during World War II, “when the military assembled groups of psychologists and academics to create training and assessment materials for troops”. (O’Malley, 2017). The author traces ID over decades, landing on the popularity of online courses and remote learning infiltration to higher education practices.
I recommend this article for anyone interested in beginnings of instructional design, and the journey to gain acceptance in higher education. The article is from 2017, when there was still mystery surrounding the field. While written pre-pandemic (and much has developed since that time), the references to ID entering higher education are relevant. Providing quotes and backgrounds of students and educators, readers can glimpse online technology being new and adaptation being slow. Post-pandemic we see that ID has taken a larger space in education, but there is value to understanding history behind technology – to appreciate how far we have come.
Reference
O’Malley, S. (2017, August). Still a mystery. Inside Higher Ed.com. https://www.insidehighered.com/digital-learning/article/2017/08/02/what-do-instructional-designers-do
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.
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
This post is provided by guest blogger, Tricia Padgurskis, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Are medical schools using quality assurance guidelines to develop their online curriculum? If you were tasked to setup a new online medical education program, would you know how to start?
In the peer-reviewed, BMC Medical Education Journal, Wasfy et. al. (2021) felt there are gaps in the quality standards of online curriculum among medical schools. They set out to create a list of criteria for best practice in online learning in medical education. The criteria was based on the data collected from focus groups of novice and expert faculty in online higher medical education. In this article, the authors list important guided questions to consider when developing online education, including: governance, administration, academic council, faculty and student online training needs, organizational capacity, resources, bylaws, course delivery, course design, learning assessment and human resource needs. The list provides a nice overview of eLearning management considerations for most curriculum in higher education. However, future application of this tool still need to be studied.
If you need to take a closer look at your college’s online curriculum quality, I highly recommend reading this guide for evaluation of online learning in medical education.
Reference:
Wasfy, N. F., Abouzeid, E., Nasser, A. A., Ahmed, S. A., Youssry, I., Hegazy, N. N., Shehata, M. H. K., Kamal, D., Atwa, H. (2021, June 10). A guide for evaluation of online learning in medical education: A qualitative reflective analysis. BMC Medical Education. BioMed Central. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02752-2
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