Choice and Performance Relationship, Not Always Friendly

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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.

A university faculty member studied the correlation between course registration timeliness & availability of choice in selecting courses, and achieving course completion with higher grades. When early registrants could choose an in-person or online course – and selected online – they completed the course and earned higher grades than their peers who registered late, with only the online option. One of the biggest performance gaps were with drop, fail and withdrawal students. The study concludes, if another face-to-face class was available, some students might have preferred and chosen it, and performed better. The study did not review specific student characteristics. 

I recommend postsecondary educators review this study as they may be interested in its literature review, hypotheses, and data analysis. I find this study conducted by a Judd Leighton School of Business and Economics faculty member to be credible. This study is helpful because it affirms that students have different learning preferences and compatibility with class modality. While some students have adapted to, and even prefer online education, in-person classes may best suit other learners. The findings highlight the importance of choice availability, as students may opt for e-learning courses only when the alternative is no class at all.

Pathak, B. K. (2019). Study of e-learning outcomes: The role of late-registration and self-selection. The e – Journal of Business Education & Scholarship of Teaching, 13(1), 13-19. Retrieved from EJ1239138.pdf (ed.gov)

Assessing Micro-Learning in a Healthcare Education Environment

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

This article on the healthcare education micro-learning environment measure (HEMLEM) is a research article aimed at creating an evidence-based measurement tool for assessing clinical micro-learning environments across several healthcare professional student groups. The authors suggest there may be gaps between what healthcare professional students should be learning and what they learn. The authors took a mixed methods approach to create a micro-learning environment measure. They acknowledge that teaching quality, staff attitudes, and behaviors are critical for a good micro-learning environment. 

The article is helpful for anyone attempting to measure how micro-learning within the education of a healthcare professional environment affects students’ learning. The authors created a measurement tool through a step-wise approach: literature analyzing existing tools, generating new items through thematic analysis of student experiences, the Delphi process involving healthcare educators, piloting the prototype, and item reduction. The item reduction tool was a twelve-question survey of the students with differing healthcare professions. HEMLEM seems to be an efficient way to measure success or what needs to be improved in a micro-learning environment. 

References

Isba, R., Rousseva, C., Wolf, K., & Byrne-Davis, L. (2020). Development of a brief learning environment measure for use in healthcare professions education: The healthcare education micro learning environment measure (HEMLEM). BMC Medical Education, 20(110). https://doi.org/10.1186/s12909-020-01996-8

Fe Δ  — aka The Iron Triangle

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This post is for your reading pleasure from guest blogger, Daniel Liestman a graduate student in the MS Training and Development program, University of St. Francis (Joliet, IL).

Open distance learning (ODL) universities in South Africa established clusters of facilities and activities known as study centers to improve learning.  One university considered the three variables of the Iron Triangle; access, cost, and quality in evaluating the initiative. The research focused on counting occupancy, questionnaire responses, and cost effectiveness. Students utilizing the new centers responded positively, however most students did not take advantage of the new opportunity. There was a cadre of regular users at the expense of the student body as a whole. The questionnaire queried about cleanliness and staff knowledge/ friendliness. The high occupancy demonstrated cost effectiveness.

The Iron Triangle is not necessarily an equilateral triangle. Circumstances may dictate extending one side at the expense of another. In this study, cost effectiveness was the short side of an Isosceles by being less rigorous and relying so heavily on the occupancy side. This study is less a triangle and more like parallel lines.  A more rigorous cost-effectiveness approach is needed. Perhaps comparing the center’s funding fee with the overall number of students utilizing the new service. Also, the only constituency considered were students. Staff, faculty, IT, business office, campus administrators’ input should also be included and considered. 

Nsamba, A., Bopaper, A., Bongi., L., & Lekay, L. (2021). Student support service excellence evaluation: Balancing the iron triangle of accessibility, cost-effectiveness and quality? Open Praxis, 13(1), 37–52. https://doi.org/10.5944/openpraxis.13.1.1168

The Training Debate: Online vs Face-to-Face or BOTH!

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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 Training and Development program.

Online learning vs face to face training by Georgina Cooke (2023) is a thought-provoking article.  In the article, Ms. Cooke (2023) discusses the difference between online learning compared to face-to-face learning and goes on to discuss a blended model. She digs into the notion that today’s workforce leans toward online design. Ms. Cooke (2023) gives the reader advantages to online learning that are beneficial to both the company and the employee involved with the training.  She concludes the article by expounding on the benefits of a blended program.  She advises the reader that there are strategies and approaches that can make the blended model the most attractive for all involved.   

The article is an interesting read for both the training department and the employee in that it brings to the forefront the difference between all the different models.  Ms. Cooke (2023) gives clear and concise definitions with tips and strategies that can be implemented.  From the organization’s perspective, this article can be useful when organizing or creating content for remote training, face-to-face, or a blended model.  It allows them to research which model fits their staff’s needs. This article can also be helpful for the remote staff going through the training.  The author explains the importance of all three methods and makes it easy to understand why a company moves towards one approach compared to the other models.

Reference:

Cooke, G. (2023, April 5). Online learning vs face to face training. Elucidat. https://www.elbothucidat.com/blog/online-learning-vs-face-to-face-learning/

The Importance of Accessibility in E-Learnings

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

High performing organizations are making accessibility a top priority when they design e-learnings. These organizations recognize how making courses more accessible can create a positive impact for learners and for the organization. Improving accessibility includes a variety of considerations: descriptive language, high contrast colors, keyboard navigation, closed captioning, screen reader options, and more. Efforts to improve accessibility benefit everyone and make e-learnings experiences more effective for participants. Accessible accommodations are an important consideration to increase organizational performance and ensure you are meeting learner needs.

This article is helpful for individuals who create learning experiences and want to ensure their e-learnings are accommodating and accessible for all learners. This article highlights the benefits that these accommodations can have on individuals with disabilities, but also how they can positively impact everyone. Author, Alex Moore, provides data and examples of what high performing organizations used to improve their accessibility efforts in e-learnings. This information can be found on ATD, the largest association for talent development.

References

Moore, A. (2020, October 15). Don’t overlook accessibility in E-learning | ATD. https://www.td.org/magazines/ctdo-magazine/dont-overlook-accessibility-in-e-learning

Exploring Continuous Assessments

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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.

This article provides insight into the transition from traditional assessment methods in higher education to continuous assessments with a focus on integrating multiple choice assessments multiple times throughout a semester. Additionally, there are four studies reviewed in the article that question continuous assessment and alternative learner needs. The results of these studies support that having continuous assessments can help recognize when learners are becoming disengaged or experiencing a major life event. The results also confirm that the use of continuous assessments does not create a significant negative learning struggle for those with alternative learning needs (Playfoot et al., 2022).

This article can be useful for anyone whether in higher education, the corporate world, or the non-profit sector. It explores continuous assessments and brings to light the importance of considering if your learners have alternative learning needs and how assessments can impact the learner and feedback provided.

Reference

Playfoot, D., Wilkinson, L. L., & Mead, J. (2022). Is continuous assessment inclusive? An analysis of factors influencing student grades. Assessment & Evaluation in Higher Education, 1–13. https://doi.org/10.1080/02602938.2022.2150834

E-learning Assessments Guide for Beginners

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

Wondering how to determine if your e-learning course is effective? Assessments, such as tests and quizzes, can provide valuable data. However, if you’re new to e-learning, you may be unsure of what constitutes a good assessment and what metrics are essential to measure. In this article, Bianca Woods (2022) addresses the most commonly asked questions about creating a practical e-learning quiz. Woods explains what e-learning assessments are, if assessments are always necessary, when learners should be assessed, what types of questions to include, and how to design effective assessment questions. 

If you’re new to online training and want to evaluate whether your course is well-designed, I highly recommend checking out this article. Woods (2022) recommends incorporating assessments at multiple points throughout the course if it aligns with the instructor’s goals. This article offers tips for beginners, and I plan to implement them in my work.

References

Woods, B. (2022). The beginner’s guide to effective e-learning assessments. E-Learning Heroes. Retrieved June 8, 2023, from https://community.articulate.com/articles/overview-of-e-learning-assessments

Traditional Assessments Gone Virtual

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

As technology continues to transform learning landscapes with e-learning, it is vital to stay aware of current technologies that can help educators track student understanding in online environments. In the article “7 Ways to Do Formative Assessments in Your Virtual Classroom” for Edutopia, Nora Fleming (2020) provides a thought-provoking take on how instructors can take familiar assessment strategies, that were once implemented in-person, and apply them in a digital space to verify how well students are learning. Fleming gives readers a number of creative ideas on how to add virtual value using digital platforms to deliver reflection and connection opportunities.

The article is a comprehensive overview of different online platforms that can help learners connect with their peers, complete learning objectives, and identify knowledge gaps. It is a great read for instructors, or trainers, that understand traditional assessment strategies and are looking for ways to apply them to an online learning environment. After reading, instructors will be aware of innovative solutions for assessing online learning outcomes. The article highlights platforms like Canva for online journal reflections, Padlet for live knowledge checks, or video conferencing platforms for peer-to-peer evaluation (Fleming, 2020). The strategies aren’t new, but the delivery method may be.

Reference

Fleming, N. (2020, October 1). 7 ways to do formative assessments in your virtual classroom. Edutopia. https://www.edutopia.org/article/7-ways-do-formative-assessments-your-virtual-classroom/

Incorporating the Latest Assessment Trends for E-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 Training and Development program.

eLearning Assessment Trends and Strategies by Sumit Satardekar (2021) is a thought-provoking read. Satadekar (2021) begins the article by explaining eLearning trends and strategies. He moves on to define qualitative testing to his audience. In his discussion, he brings up some pros and cons of implementation for assessment purposes.  From there he moves on to explain 3 major strategies for implementation:   continuous assessment, decision-making scenarios, and open-ended questions. In each section, the author gives tips on making implementation meaningful. He wraps the article up by offering some final thoughts on this topic such as why it is important to make the switch to these latest trends for assessment for the evolving eLearning community.

The article is beneficial for both the facilitator and the learner in that it gives some valuable tips in the area of assessment. Gaining information in regards to understanding the latest trends and sharing a couple of those trends, the reader is handed tools to implement. From the facilitator’s perspective, these trends can be useful when implementing engaging assessments into the online curriculum. By engaging the learner, the facilitator is creating a valid tool for assessment. As a learner, you can gain insight into assessments and see their value for online learning.

Reference

Satardekar, S. (2021, December 22). Elearning Assessment Trends and Strategies. eLearning Industry. https://elearningindustry.com/elearning-assessment-trends-and-strategies

Live Vs. Multimedia Teaching? Psychomotor Skills & PT Students

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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.

Should physical therapy students learn from live or multimedia demonstrations of manual therapy techniques?  Do you think multimedia instruction is sufficient for your physical therapist to learn to work on your injuries?

In the peer-reviewed, Educational Research Journal, Ivey and Parrish (2021) report the results of a live versus multimedia instruction of physical therapy students. Typically, physical therapy students need to be evaluated in the cognitive, psychomotor, and affective domains to properly perform orthopedic patient assessments. In this study, physical therapy students were evaluated on their psychomotor skills of patient upper and lower extremity manual assessment (Ivey & Parrish 2021). Two cohorts of students were either assigned to a live instruction or multimedia instruction with video group on these orthopedic techniques.  Interestingly, the two cohorts did not have a significant difference in skill performance. 

Does this mean that multimedia instruction is efficient enough to teach physical therapists?  Is skill level considered? Does the quality of media impact learning? To learn more, read this well researched article of instruction methods in physical therapy student psychomotor performance outcomes.

Ivey, C. J., & Parrish, A. A. (2022). Comparison of live demonstration versus multimedia instruction for

psychomotor skill development in physical therapy students. Educational Research: Theory and

Practice, 33(3), 35-46. https://files.eric.ed.gov/fulltext/EJ1366421.pdf