The Choice to Choose in E-Learning
This post is provided by guest blogger, Michelle Edwards, graduate student University of St. Francis, MS Training and Development program.
The article surmises that there are negligible differences between students’ mastery of course content when they can choose how they complete some tasks versus no choice. The honesty was appreciated (in one study there was an error (which was later corrected) due to a choice not being turned off. Also, instructors, educators must take into consideration that when offering student choices, it can create more work for the educators/instructors not only when creating these choices but also grading. The more positive side includes students tend to be more engaged with their learning and the group that were able to make their own choices with their eLearning scored higher on their quizzes. Admittedly, (much like the article) research is limited when evaluating effective instructional practices for online learning environments and all the things that go along with it, and as usual you can’t mention online learning experience without blaming some of the problem on the pandemic and this article was no different.
I recommend this article would be great for anyone new to creating courses that will give students the ability to choose their own eLearning direction. Anyone in research on the subject matter of course students writing papers this is a general coverage article and a relatively easy read. Although it lacks the steps in ways that one would go about offering choices for eLearning, it does give views on the pitfalls one may face when offering choices.
MacNaul, H., Garcia, R., Cividini-Motta, C., & Thacker, I. (2021). Effect of assignment choice on student academic performance in an online class. Behavior analysis in practice, 14(4), 1074–1078. https://doi.org/10.1007/s40617-021-00566-8 Retrieved on June 6, 2024 from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7909734/
Cloud Supported Collaborative Learning: Enhancing Student Engagement
This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.
In this article Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study, authored by Ahmed N. Al-Rahmi, Mohd Shahizan Othman, Rusli Abdullah, Mo’ez Al-Habaibeh, Yousef Mehmood Yahaya Al-Rahmi, Muhammad Atta Ullah, and Norshahriza Nordin, published in 2022 in the in the International Journal of Educational Technology in Higher Education, studies how the impact cloud supported collaboration has on student knowledge and the learning environments.
The use of cloud supported collaboration such as Google Drive Sheets for post graduate students with knowledge sharing, reflective thinking, and enhancement of collaborative learning. The article provides a study amongst 180 post graduate students, who all participate in an activity to study the student engagement and overall improvement of student learning outcomes. The study utilizes collaboration in Google Drive Sheets, utilizing the importance of research focus, methodology, implications, and practical implications in the learning environment.
The article delivers the importance of cognitive presence, knowledge sharing, and reflective thinking in the learning environment. The study and article explain how the use of cloud based collaborative learning enhances the student’s knowledge, engagement, and learning in their environment.
Lin, X., Spector, J. M., & Ren, X. (2022). Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study. International Journal of Educational Technology in Higher Education. Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00317-2
Assessing Student Learning – Insight into Impact
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.
Educators put time and energy into preparing lessons, but the work does not end once class is over. It is essential to evaluate student learning, ensuring information provides intended impact. Especially in the online learning environment, instructors cannot rely upon in-person interaction, and should explore the use of online assessment tools. Content creator, Helen Colman (2024) provides methods to assess student learning, while sharing eLearning insights and teaching strategies. “Online assessments are a critical part of eLearning and should be undertaken with the same level of care and rigor that you put into creating your other learning content.” (Colman, 2024).
I recommend this article for instructors seeking the latest information about online assessment tools. The article is organized and provides a fresh look at modern methods and software. The author shows eLearning knowledge, but does not push readers away with heavy technical terms. Images provide helpful descriptions pointing out the simplicity, usefulness, and outcome of various tools. While the article references iSpring Suite as a vendor to provide online courses and assessments, the information is helpful whether pursuing the vendor or not. There are many options, and readers will surely gain insight into the impact of assessments for online learning.
Reference
Colman, H. (2024, January 16). 9 Ways to Assess Student Learning Online. iSpring Solutions. https://www.ispringsolutions.com/blog/8-ways-to-assess-online-student-learning
Self-Regulated Learning in Online Education Using AI
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.
Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education. Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00314-9
Mystery and History of Instructional Design
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
Who Cares? The Affective Domain & Training
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.
Shappell, E., Ahn, J., Park, Y. S., McKillip, R., Ernst, M., Pirotte, M., & Tekian, M. (2021, July). Affective, cognitive, and behavioral outcomes from a resident personal finance curriculum pilot project. AEM Education and Training. 5(3), p.e10619-n/a. https://www-ncbi-nlm-nih-gov.libdb.heritage.edu/pmc/articles/PMC8246005/pdf/AET2-5-e10619.pdf.
The Importance of Performance Assessment in E-Learning
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.
Reference:
Pappas, C. (2023, June). What is performance based assessment? https://elearningindustry.com/what-is-performance-based-assessment
Management Education – the Unique Gem
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.
Ratten V. (2023). The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. The International Journal of Management Education, 21(2), 100777. https://doi.org/10.1016/j.ijme.2023.100777Links to an external site..
The Impact of Technology on Student Outcomes: A Comparative Analysis
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
USF Training 