Empower Your Workplace: E-Learning Enhances Training and Development

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This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.

In this article “The use of e-learning Course Management Systems to support learning strategies and to improve self-regulated learning,” authored by Y. Vovides, S. Sanchez-Alonso, V. Mitropoulou, and G. Nickmans, published in 2007 in the “Educational Journal Review,” studies how e-learning platforms are capable of improving educational capabilities by supporting numerous learning strategies as well as adopting self-determined and well-prepared learning. The effectiveness of course management systems (CMS) is studied in facilitating custom-made and personal to one’s self-learning paths, encouraging student engagement, and redefining academic outcomes by empowering learners to harness their own educational goals in self-monitoring, self-assessment, as well as goal setting.

The many approaches and insights that are used in this article can improve many areas of need in a company training and development programs. These improvements can be made by the information provided on performance tracking, increased engagement, personalized learning, enhanced employee training, and cost effectiveness – all discussed in depth in the article. All the approaches considered would lead a company into a more trained, capable, competent, and effective workplace environment.

Reference: Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning Course Management Systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74. https://doi.org/10.1016/j.edurev.2007.02.004

Taming the AI Beast!

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This post is provided by your genial guest blogger, Daniel Liestman, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Rather than fretting about AI taking your job, Boysen (2024) suggests using AI to enhance your job. AI algorithms can analyze data on colleague’s performance, preferences, and progress to generate customized content and exercises. Opportunities include personalizing learning paths.  Adaptive learning platforms dynamically adjust the content based on learner responses.   With its ability to sort through swaths of information, AI can curate content.  Wanna play a game? AI can help.  AI predictive analytics can preemptively identify skills gaps.  Chatbots provide learners with a guide on the side in their learning experience. AI also offers ongoing training rather than periodic sessions.

Boysen (2024) offers some not yet realized possibilities for T&D AI in the not-too-distant future.  Her suggestions are thusly anything but reassuring.  Each of these applications are tasks AI can do quicker and probably better than mere mortals.  Frankly, I wonder if T&D will even be needed as AI can perform duties in which we train learners. The truth tends to lie somewhere between the idea that the status quo will prevail, and the dark dystopian predictions of displaced humans rendered useless by AI.  As long as AI is subject to our direction, things should be fine…shouldn’t they?

 Boysen, S. (2024, January 5). Harnessing the power of AI in training and development. ATD. https://www.td.org/atd-blog/harnessing-the-power-of-ai-in-training-and-development

Ask not what AI is going to do to you, but what you are going to do with AI.

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This post is provided to you by genial and gracious guest blogger, Daniel Liestman, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Before seeking to incorporate AI into training, one must first consider how to engage with AI in the design process itself.  AI can assist in conducting and assessing the learning needs analysis.   AI can create eLearning course outlines as well as build content. AI can also assist in writing introductions, crafting transitions, or crafting conclusions.  AI can also generate Level 1 and 2 activities and quizzes.  AI generated visuals can also be quite engaging!  Beyond design, AI can evaluate instructional design content.  AI to stays current with the latest trends in instructional design.

Most TD blogs on AI consider incorporating it into training. This blog realizes this is not the goal.  Numerous examples are offered which will make the most of free AI sites and tools.  This blog is iterative and provides important background information from previous entries to make for a more complete learning experience.  At the same time, none of these tools are fool proof.  Chat GPT3.5 is offered as a tool for summarizing a discussion and acknowledges some light proof-reading may be needed.  Light-proofing—HA!  Last time I tried it to summarize, I got nonsense reduced to gibberish. 

Proceed with caution.

Robertson, D. (2024). Improve your instructional design workflow with these 8 practical AI tool uses. Neovation. https://www.neovation.com/learn/87-8-practical-ai-tool-uses-for-your-instructional-design-workflow

Implementation of Technology in Education

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

Technology takes down the walls of the classroom and enables students to access information in ways they otherwise could not. With so much technology, how is it effectively integrated into education? In a recent article, Shazmeen Mengal (2023), provides steps to effectively implement technology into education environments. These steps offer guidance on using and integrating new technology seamlessly, while assessing which tools align to the classroom needs and personalizing the learning experience to the specific audience. The author concludes that the success of technology integration requires a planned approach and using that technology as a tool to enhance the educational experience.

I recommend this article for anyone who works in education and is looking to implement new technology into their online classroom. The step-by-step guide provides useful insights by asking questions to ensure that the technology being chosen aligns with the objectives and curriculum in mind. These steps also keep the classroom needs front of mind by asking what is trying to be achieved with this implementation. These steps of technology integration are briefly described and are a great starting point for anyone looking to improve their online classroom environment.

Reference:

Mengal, Shazmeen. (2023, September). How technology has changed the education system.

Retrieved from: https://www.linkedin.com/pulse/how-technology-has-changed-education-system-shazmeen-mengal/

Interactive Learning Tools That Won’t Break Your Budget

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

The most effective eLearning courses utilize interactive components to drive engagement. However, training budgets may not always allow for the purchase of new technology. “15 Free Interactive eLearning Tools” by Hannah Malmstrom (2022) provides a list of interactive tools that won’t break the budget for trial and pilot adoption. The author provides a comprehensive review of a variety of platforms that can be used to increase engagement in online courses. Each review includes criteria such as highlights, best use, and cost. The tools named offer features that are in alignment with current eLearning trends like microlearning, social learning, and collaboration.


I recommend this article for instructors that are researching different learning management systems to help boost engagement in their online courses. The list of 15 free tools features a variety of platforms that creates a comparison view and allows the reader to identify those to research further. The solutions offer ways for learners to interact using quizzes, games, and progress reporting. Malmstrom (2022) goes the extra mile and even highlights who the best audience is for some of the tools. This allows the person researching to focus their attention on the features and audience that would best suit their need.

Reference

Malstrom, H. (2022, January 10). 15 free interactive eLearning tools. EdApp Microlearning. https://www.edapp.com/blog/10-interactive-elearning-tools/

Starting Up Online Medical Education?

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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.

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

(L)earning (M)ade (S)upportive Through LMS Data 

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

In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS. 

This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning. 

Reference 

Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.

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