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Articles 1 - 4 of 4
Full-Text Articles in Education
Closing The Contextual And Chronological Gap: A Design And Development Study Of A Systematic Tool For The Selection Of Learning And Performance Support Interventions, James Knapp Iii
STEMPS Theses & Dissertations
Gaps in human performance resulting from a lack of skills and knowledge require solutions – interventions. The process of selecting the most effective intervention (solution) for closing a skills and knowledge gap—such as classroom training, e-Learning, Structured on-the-job Training (SOJT), or job-aid—is a fundamental and vital practice for Human Performance Technology (HPT) practitioners. Unlike other activities in the Performance Improvement/HPT (PI/HPT) model, the activity of intervention selection is ambiguous. Meaning, there is currently no systematic process or tool in place for selecting learning and performance-improvement solutions that is reflective of the learning science. Consequently, the critical activity of intervention selection …
Towards Failure-Based Instructional Design: A Phenomenological Study Of The Perceptions Of Drone Pilots About The Use Of Simulations To Promote Failure-Based Learning, Nikisha Watson
STEMPS Theses & Dissertations
Simulations have become increasingly popular in many contexts, particularly for performance optimization, testing, and safety (Aldrich, 2003). By nature, simulations immerse the learner in an environment that is an approximate imitation of the situation or process to be learned (Baek, 2009). In the literature, there is a lack of qualitative research on the perceptions of learners regarding the use of failure-based learning in simulations. The idea of learning through failure experiences is not a new concept, yet, to date, no instructional design models have discussed how to employ failure strategically within education (Tawfik, Rong, & Choi, 2015).
This study utilized …
Perceptions Of Burden In Needs Assessment: An Exploration Of Measurement Creation And Validation, Kim N. Pinckney-Lewis
Perceptions Of Burden In Needs Assessment: An Exploration Of Measurement Creation And Validation, Kim N. Pinckney-Lewis
STEMPS Theses & Dissertations
Needs assessment is a valuable tool in the instructional designer and performance improvement practitioner toolbox. However, it is often avoided due to perceived burdens associated with the needs assessment process. The current research explores needs assessment participants’ perceptions of four proposed components of burden, including: 1) duties, obligations, and responsibilities; 2) cost; 3) needs assessment facilitator skills; and 4) needs assessment facilitator systemic sensitivities. The researcher also developed and tested a Perceived Burden for Needs Assessment Participants Survey (PBNAPS) as a potentially reliable and valid measure of this phenomena. The PBNAPS proved to be both internally consistent (a= 0.86) and …
A Multi-Case Examination Of Training Of Self-Explanation When Combined With Worked Examples, Laura Leveridge Stapleton
A Multi-Case Examination Of Training Of Self-Explanation When Combined With Worked Examples, Laura Leveridge Stapleton
STEMPS Theses & Dissertations
As more students enter higher education unprepared for college level mathematics, amelioration of deficiencies may be a key barrier which, once faced, will increase overall college graduation rates (Attewell, Lavin, Domina, & Levey, 2006). Corequisite courses offer the opportunity for the underprepared learner to take the gateway mathematics course with support (Complete College America, 2012). Upon passing, mathematics and STEM courses will “unlock,” thus allowing the learner to successfully complete their degree requirements. Faculty are challenged to retain the rigor of college-level coursework while supporting learners who possess a wide range of mathematics levels (Daugherty, Gomez, Carew, Mendoza-Graf, & Miller, …