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Volume 19 / Number 3
2006
Editorial
Michael Cassidy
Situational and Demographic Influences on
Transfer System Characteristics in Organizations
Hsin-Chih Chen, Elwood F. Holton III, and Reid A. Bates
Transfer theories, which are closely related to evaluation theory, have been
developed from a holistic perspective, but most of empirical transfer research
has not effectively utilized holistic models to investigate transfer of learning
until the late 1990s. Additionally, little has been done in examining the
relationship between situational variables, demographic variables, and transfer
system characteristics. This study contributes to transfer research by examining
the combined effects of situational and demographic variables on a holistic
model of perceived organizational transfer systems. A key finding was that
demographic variables make only a marginal contribution to predicting transfer
system characteristics when compared to situational variables. It seems clear
that the differences in transfer system characteristics depend on diverse
situational influences, primarily due to types of training programs and types of
organizational cultures. This finding does not support one-size-fits-all
transfer interventions. Future research may focus on investigating benchmark
transfer practices in certain types of organizations or industries to
empirically identify the true leverage points of a diagnosing instrument of
transfer--the Learning Transfer System Inventory--for interventions and change.
Toward a Current, Comprehensive, Integrative,
and Flexible Model of Motivation for Instructional Design
Patricia L. Hardré and Raymond B. Miller
Workplace motivation historically has been an HR function, with ID as a training
function. This division produces a split between motivation and training,
leaving them isolated from one another. Intervention design needs to include
motivation throughout its phases, to maximize motivating opportunities for
performance improvement. The current models included in instructional design
texts and resources are important, but tend to lack some characteristics that
would make them more useful and productive for designers. The purpose of this
paper is to present a theoretical and conceptual framework for the development
of a new model of motivation for intervention design that is current,
comprehensive, integrative, and flexible. To that end, we (1) review the key
points of the call for such a model; (2) present a framework for such a model;
(3) offer a conceptual prototype for a model to meet designer's needs and
include perspectives from experts in instructional design and performance
technology, including how it fills out an integrative theoretical base of
motivation for the field; and (4) present future development implications for
the field.
Designing Asynchronous, Text-Based Computer Conferences:
Ten Research-Based Suggestions
Paul Choitz and Doris Lee
Asynchronous computer conferencing refers to the use of computer software and a
network enabling participants to post messages that allow discourse to continue
even though interactions may be extended over days and weeks. Asynchronous
conferences are time-independent, adapting to multiple time zones and learner
schedules. Such activities as free-flowing discussion, structured seminars, peer
counseling, collective databases, group projects, and community decision making
are often used in computer conferences. All these activities can be designed to
be authentic and realistic and, therefore, have the potential to support
knowledge exploration and construction for students. The ten research-based
suggestions provided by this paper are an attempt to group theories and research
findings important to the effective design of computer conferences. Descriptions
concerning the interactive literature review method and the procedures for
analyzing and selecting the appropriate data of the study are provided. Finally,
possible strategies, activities and potential barriers pertaining to each of
these suggestions are discussed.
Relationships between Learning Styles and Online Learning: Myth or Reality?
Susan A. Santo
This paper examines research on learning styles as related to online learning
for adult learners. There is much disagreement regarding the definition of
learning style. This paper defines it as an individual's preferred way of
learning. The focus is on the extent to which learning styles are able to
predict student success (e.g., grades, attitudes). The paper discusses nine
different instruments that were used in various studies. Curry's model, which
uses the metaphor of the layers of an onion, is used to categorize the
instruments by theme for the sake of comparison. Criticisms of learning style
research include: the vagueness of the construct "learning style"; the fact that
the instruments are self-assessments; mixed results from research that searched
for a relationship with online learning; and the difficulty of comparing
different studies when online learning can include many different methods and
technologies. Finally, I reach a conclusion regarding the suitability of
studying the relationship of learning styles and success in online courses.
Assessing Training Needs of HIV Program Providers: A Mixed-Methods Evaluation
Catherine M. Sleezer and Melanie Spector
This article describes a mixed-methods needs assessment, or developmental
evaluation, that was conducted for the providers and stakeholders of Oklahoma's
community-based organizations (CBOs). The needs assessment, which was the first
phase in developing training on outcome monitoring for their HIV prevention
programs, relied on three evaluation approaches: Behavioral objectives,
participatory, and empowerment. This article describes the background for the
needs assessment, the needs assessment process, and the lessons learned.
When dealing with such a complex issue as HIV prevention where multiple goals
must be achieved for success, a mixed-methods approach to needs assessment may
better capture real-world needs. Furthermore, it may increase acceptance of the
needs assessment findings and conclusions by the diverse groups that have a
stake in the evaluation. However, as this study exemplified, implementing and
reporting a mixed-methods needs assessment that is based on differing evaluation
approaches is complex, challenging, and resource intensive. This study can
contribute to theory building for mixed-methods evaluation.
Integrating Knowledge Management Systems, Electronic Performance Support
Systems,
and Learning Technologies: A Conceptual Model
Yuxin Ma and Stephen W. Harmon
The field of training and development has been increasingly affected by
knowledge management, performance support, and learning technologies, yet the
impact of these disciplines has typically been disjointed and uncoordinated.
Projects in each of the disciplines are often implemented systematically, but
not systemically. To take full advantage of their potential to improve
performance, we must develop the possible synergies that exist among them. In
this paper, we aim to develop a theoretical argument for integrating electronic
performance support systems (EPSS), knowledge management systems (KMS), and
learning technologies as well as to create a conceptual model for the
integration. This understanding will guide training and development
professionals in developing more systemic performance improvement interventions.
We start with an overview of KMS, EPSS, and learning technologies. We then
examine the intersection of these areas and present a rationale for integrating
the three technologies under the framework of Human Performance Technology (HPT).
Finally, we propose a conceptual model for the integration and discuss its
technical and organizational implications.
A Performance Evaluation of the Collaborative Efforts in an Online Group
Research Project
Lori A. Brown, Nicholas P. Eastham, and Heng-Yu Ku
This study investigated the performance of 13 graduate students' collaborative
efforts toward a group research project in an Instructional Analysis, Design,
and Evaluation online course. Gaps between course expectations from the
instructor and student collaborative performance were identified through the
review of the team agreement, the use of surveys, and focus group interviews.
Performance gaps occurred in the areas of communication, assignment completion,
and group cohesiveness. These performance gaps were caused by lack of knowledge
and skills, motivation, and/or organizational support. Appropriate intervention
strategies such as effective group interaction and communication, building
relationships and establishing trust, periodic review of team agreements,
mini-training sessions on collaboration and supportive behaviors, and role
differentiations and collaborative task designation are presented. Instructors
who are interested in incorporating group research projects into their future
online courses may consider implementing these interventions to facilitate the
improvement of students' collaborative efforts.
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