How will you view learning in the future?

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

Continue reading

Is Your CMS Working For YOU?

This post is provide by guest blogger, Penny Jones, graduate student at the University of St. Francis in Joliet, Il., MS in Training and Development program.

The Content Management System (CMS) that is used to deliver eLearning has a big effect on managing eLearning. Dom Nicastro (2018) explains the importance of how to make sure you are getting the right system for your project.  He goes over eleven rules to

Continue reading

Testing That Matters

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

Collaborating in eLearning

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

In the Fall of 2018, I took Dr. Covelli’s e-learning course at the University of St. Francis in Illinois. Before this course, I hadn’t participated in “collaborating” assignments since high school. It was a hard experience for me since I have become so accustomed to

Continue reading

Managing eLearning to Save Time and Money

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

Managing eLearning requires careful considerations in many areas.  Keeping within time and budget limits are two important areas to plan for when developing and managing eLearning.  In a recent article, Renie McClay (2018) discusses proactive

Continue reading

Why is assessment so important in terms of e-learning?

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.

Assessments in e-learning can be intimidating and difficult to measure. This article explores ways to strengthen assessments through elearning processes. One of the key elements to remember is the importance of evaluation versus assessment. Assessment in

Continue reading

Successful eLearning Assessments

This blog post is provided by guest blogger, Carol Sheetz, graduate student in the online Master of Science degree program in Training and Development at the University of St. Francis in Joliet, Illinois.

Effective assessment reveals an online learner’s progress and understanding as well as the transferability of skills and knowledge on their way to content mastery (Simonson, Smaldino, & Zvacek, 2015, p. 230).  A learner gaining knowledge that is retained and used

Continue reading

Effective e-learning starts with an assessment strategy

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

E-learning has become a popular method for training employees for many reasons, such as the relative ease in which it can be deployed to large, dispersed audiences. But even if an organization is reaching more employees with e-learning, how can they know if the

Continue reading

Looking For Creative Ways to Assess Online Learning?

This post is provide by guest blogger, Penny Jones, graduate student at the University of St. Francis in Joliet, Il., MS in Training and Development program.

What type of assessments are you using for online learning? This article by Marie Norman (2016) talks about creative methods to assess online learning.  It addresses how to capitalize on using the digital resources of online learning.  She explains the

Continue reading

Online Teaching Strategies – Best Practices

This post is provided by guest blogger, Kylie Mussay, graduate student at the University of St. Francis in Joliet, Il., MS in Training and Development.

Best practices in online learning are key to setting clear guidance for online learners. Hanover Research Council wrote an article on their definition of best practices in online instructional design. The Hanover Research Council outlines Pelz’s (2004) report that

indicates three main goals in online instructional design: Continue reading