This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.
In this article Supporting students’ self-regulated learning in online learning using artificial intelligence applications, authored by Yannis Vovides, Sara Sanchez-Alonso, Vasiliki Mitropoulou, and Gwendoline Nickmans, published in 2023 in the International Journal of Educational Technology in Higher Education, studies how the use of artificial intelligence can improve students in self-regulated learning during their online education. The article explains how utilizing artificial intelligence’s adaptive learning patterns, emotional assistance to students, and personalized responses help as tools and techniques required for the student’s needs.
The article delivers the importance of utilization of artificial intelligence for learning environments. There is a study that explains combined teacher support and constructed feedback, and the importance of it for the student. Specifically, learning outcomes in the online environments which help to assist the students in management of their learning processes more effectively.
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.
This post is provided by guest blogger, Cody Stock, graduate student University of St. Francis, MS Training and Development program.
Performance-based assessments are a great way for learners to apply new knowledge in real-world situations. In a recent article, Christopher Pappas (2023), discusses why performance-based assessments are a great way for students to enhance their critical thinking skills and display their understanding of new concepts. The author provides examples of four different types of performance assessments: project-based, portfolio, simulation, and authentic assessments. Learners need to be assessed according to their learning style and needs in order to showcase their performance and level of understanding.
I recommend this article for anyone who works in instructional design and is looking to implement new performance-based assessments in the classroom. This article provides useful tools by providing examples of various performance assessments and defining why they are effective when aligned properly to the learning material and learners themselves. These assessment methods are briefly described and are a great starting point for anyone looking to improve their performance assessments.
This post is provided by guest blogger, Michelle Edwards, graduate student University of St. Francis, MS Training and Development program.
This article focused on changes that were implemented for students of management education and management education educators in the post COVID-19 era. The world had to pivot in 2020, and adult learning was no exception. This article explained changes that transformed learning. Management education is unique in such that the education is provided for business leaders, administrators and provides professional or expert advice. This is a specialty area of education.
This was an awesome article; this article would be beneficial for graduate students doing research for training and development programs or for instructional design program students. This is also a great article for professors who teach management education.
This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.
In this article “The impact of technology integration on student learning outcomes: A comparative study,” authored by Chia Ming Hong, Chee Keong Ch’ng, and The Raihana Nazirah Roslan, published in 2023 in the International Journal of Social Sciences, Educational, Economics, Agriculture Research, and Technology (IJSET), studies how the integration of technology changes the effects of student learning outcomes and educational practices. The article explains how different technology settings can enhance the students’ learning, student engagement, learning outcomes, and overall performance when successfully added into the course program.
The article delivers a comparative evaluation between students who are already provided with technological equipment and those who learn in conventional learning conditions without the technological equipment. Hong et al. (2023) provides a literature review, benefits of technology integration, methodology, as well as impact and outcomes. It is argued that with the ever-evolving world, students are required to be equipped with the technological tools to be successful.
Reference:
Hong, C. M., Ch’ng, C. K., & Roslan, T. R. N. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET), 2(9). https://www.researchgate.net/publication/373266726_The_Impact_of_Technology_Integration_on_Studen _Learning_Outcomes_A_Comparative_Study/fulltext/64e47c6040289f7a0faaf157/The-Impact-of Technology-Integration-on-Student-Learning-Outcomes-A-Comparative-Study.pdf
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.
E-learning existed prior to the coronavirus pandemic in 2020 but did not have as large a footprint in institutions as today. Distance learning, hybrid learning, blended learning – all these methods gained momentum when educational systems had to stay connected without being physically together. The pandemic stalled traditional methods of learning, but the need to move forward compelled technological advancements. John Hamilton (2024) shines light on how development of distance learning has become a strong part of educational opportunities. Resources are named and organized by platforms, learning management systems, online videos and textbooks. The author provides ideas for use of accessories, artificial intelligence, extended reality, and gamification in teaching and learning.
I recommend this article for anyone needing familiarity with e-learning technology, especially as it has grown over the years. Leaning towards a novice view, the article provides easy-to-follow explanations of multiple developments. The author also recognizes challenges – for example, describing solutions that help students limit distractions while engaged in online learning (like noise-cancellation headphones). Providing resources, challenges and solutions, readers get a balanced view of opportunities present in distance learning. Current e-learning technologies can be overwhelming for some, but fortunately articles such as this provide an organized view of how we can all be part of the digital age.
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, Cody Stock, graduate student University of St. Francis, MS Training and Development program.
Effective instructional design is accomplished by using the proper teaching methods that align to the objectives of the course being developed. In a recent article, Steph Nagl, discusses instructional design methods that can be integrated into teaching to evoke the best outcomes for learners. The author discusses the following instructional design models: ADDIE model, Merril’s Principles of Instruction, Gagne’s Nine Events of Instructions, Bloom’s Taxonomy, and Backward Design/Understanding by Design. The author concludes that instructional design is most effective when the method that complements the course content and learning style of the students is utilized.
I recommend this article for anyone who works in instructional design and is looking to implement new strategies into their classroom. This article provides useful insights by asking each instructional design method and defining why it is effective when aligned properly to the objectives of the learning material. These instructional design methods are briefly described and are a great starting point for anyone looking to improve their online classroom environment.
This post is provided by guest blogger, Arshpreet K Thind, graduate student University of St. Francis, MS Training and Development Program.
This study explores the impact of the sudden shift to online learning during COVID-19 on undergraduate students. Researchers conducted surveys before and after a few semesters of online learning, with over 1300 participants total. Findings showed dissatisfaction among a third of students, who reported struggles with technology, mental health, time management, and balancing studies with life. Further investigation using focus groups revealed key factors behind dissatisfaction: distractions, reduced focus, psychological strain, and management issues. The study proposes solutions to improve the online learning experience and student satisfaction. This study provides valuable insights with a relatively large sample size (1300+) across two surveys. However, the focus on student perspectives soon after the initial shift to online learning (first survey) may not capture long-term adjustments. Additionally, solutions are proposed but their effectiveness isn’t evaluated.
Despite these limitations, the research offers a good starting point for understanding student struggles during the pandemic shift to online learning. Educators and administrators developing online programs, particularly those in undergraduate settings, would find this information useful.
Reference:
Maqableh, M., & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, 106160. https://doi.org/10.1016/j.childyouth.2021.106160
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