Open Access. Powered by Scholars. Published by Universities.®
Educational Assessment, Evaluation, and Research Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Adjunct questions (1)
- Administration (1)
- Change management (1)
- Cognitive load (1)
- Computer-based training (1)
-
- Confirmative evaluation (1)
- Continuous improvement (1)
- Design decision making (1)
- Design objectivity (1)
- Elaborations (1)
- Generative learning (1)
- Influence (1)
- Information processing (1)
- Instructional design (1)
- Multimedia competencies (1)
- Online learning (1)
- Recorded video (1)
- Self-regulated learning (1)
- Workflow (1)
Articles 1 - 4 of 4
Full-Text Articles in Educational Assessment, Evaluation, and Research
An Instrumental Case Study Of Confirmative Evaluation In The Continuous Improvement Of Online Remote Leaders’ Work, Chad Lawrence Mclane
An Instrumental Case Study Of Confirmative Evaluation In The Continuous Improvement Of Online Remote Leaders’ Work, Chad Lawrence Mclane
STEMPS Theses & Dissertations
Confirmative evaluation is often noted as an important element of models of Human Performance Technology and Performance Improvement, but there exists confusion around what is and what is not confirmative evaluation. A significant issue limiting the use of confirmative evaluation is the Performance Improvement field’s inability to clearly classify confirmative evaluation in terms of its purpose and scope. Additionally, the performance improvement field lacks sufficient examples of confirmative evaluation in the literature necessary to adequately define confirmative evaluation and demonstrate its use. Without sufficient examples of confirmative evaluation, practitioners of performance improvement are left without a clear path of how …
The Influence Of Multimedia Production Knowledge On The Design Decisions Of The Instructional Designer, Stephen Brent Hoard
The Influence Of Multimedia Production Knowledge On The Design Decisions Of The Instructional Designer, Stephen Brent Hoard
STEMPS Theses & Dissertations
This study explored the interaction of multimedia production competencies of expert and novice instructional designers on the design decisions made during the instructional design process / workflow. This multiple measures study used qualitative survey instruments to access and measure the production competencies of participants, then a design aloud protocol to capture and measure the instructional design decision-making process for those same participants. A follow-on interview after the initial design aloud session was conducted in order to triangulate and confirm any trends or findings uncovered during the earlier design aloud session. Ultimately, the objective of this study was to provide some …
Elaboration And Question Strategy Effect On Learning Outcomes And Cognitive Load, Julie Ann Bridges
Elaboration And Question Strategy Effect On Learning Outcomes And Cognitive Load, Julie Ann Bridges
STEMPS Theses & Dissertations
The purpose of this study was to investigate the effects of instructor-created elaborations, learner-created elaborations and adjunct questions on learning outcomes in an asynchronous learning environment, using pre-recorded video. The study also investigated the effects of instructor-created elaborations, learner-created elaborations, or adjunct questions on perceived cognitive load. The effect of learning strategy on quality of elaboration was also investigated. Results showed no significant difference in learning outcomes or cognitive load or quality of elaboration, but a post-hoc analysis revealed a significant difference in intrinsic cognitive load for students who used generative strategies while having no gain in learning outcomes.
Prompting Self-Monitoring Of Learning In Self-Paced Computer Based Training: The Effect On Self-Regulation And Learning, Christopher J. Coburn
Prompting Self-Monitoring Of Learning In Self-Paced Computer Based Training: The Effect On Self-Regulation And Learning, Christopher J. Coburn
STEMPS Theses & Dissertations
The purpose of this dissertation was to investigate the effects of prompting students to monitor their use of learning strategies and comprehension while completing self-paced, work-related training in a computer-based learning environment. Study participants included 94 enlisted military volunteers, randomly assigned to one of three groups in the spring of 2012. Changes in strategy use and comprehension were evaluated within and between groups receiving either immediate, delayed or no prompts using multiple methods of measurement, both during and after training. Prompts asked participants to rate their level of agreement to statements regarding their strategy use and comprehension of lesson content. …