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An evaluation study was conducted to assess strengths and weaknesses of an outdoor‐based experiential training (OBET) program used in Thailand. Self and Team Development in Practice (STP) Walk Rally is used as a case. Most of the principles in adult theory, experiential learning theory, and Holton's HRD [human resource development] Evaluation Research and Measurement Model are met by the STP Walk Rally, but it cannot promise transfer of learning. In the Thai culture, sanuk, or having fun, is the best element of the training design. However, face‐to‐face feedback is not appropriate for Thais. Recommendations for practice and research are made. 相似文献
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The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment. As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery. 相似文献
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This article utilizes Rogers ’ innovation‐decision process model (2003) and Beckman and Berry's innovation process model (2007) to create an innovative learning map that illustrates three learning methods (i.e., face‐to‐face learning, online learning, and blended learning) in two types of innovation (i.e., incremental innovation and radical innovation) that exhibits the behavior and dynamics on a two‐dimensional area of learning changes (i.e., change in learning model and change in technological infrastructure). The behavior and dynamics of face‐to‐face, online, and blended learning are depicted in the innovative learning map. Blended learning is identified as a radical innovative learning method in the innovative learning map. A course management system (CMS) is an information and communication technology (ICT) tool that can be used to facilitate and balance communication channel within a blended learning environment. Two propositions are proposed in this article: (1) CMS facilitates communication channel, enhances learning practice for learners and instructors, and is an enabler for blended learning; and (2) adopting CMS is suitable for blended learning practice. A case study to a college System Analysis and Design (SA&D) course reflects that the adoption of CMS in a blended learning environment is acceptable. 相似文献
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《师资教育杂志》2012,38(1):71-92
This paper discusses some of the conditions that have facilitated the use of a customised virtual learning environment as part of a blended learning approach on a part‐time postgraduate initial teacher training programme for prospective primary school teachers. It is based on data gathered as part of a study of the impact of e‐learning on students following a part‐time flexible postgraduate route to Qualified Teacher Status. It concludes that the success of these particular virtual communities can be attributed to the balance, on the programme, between face‐to‐face and e‐learning together with the nature and structuring of the e‐learning tasks; the focus on professional learning with the immediacy of its application in the work‐place; its focus on independent and student‐led interaction; and the motivation and personal circumstances of the students involved. 相似文献
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Ikseon Choi Sang Joon Lee Jeongwan Kang 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(5):933-947
This study explores how students' learning styles influence their learning while solving complex problems when a case‐based e‐learning environment is implemented in a conventional lecture‐oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3‐week period. Five learning‐outcome tests and two course‐satisfaction surveys were implemented during the case‐based instruction using a blended approach (online and face‐to‐face). The results of one‐way ANOVAs with repeated measures revealed that the four learning styles (active–reflective, sensing–intuitive, visual–verbal, sequential–global) did not influence students' learning experience and learning outcomes during the implementation of case‐based e‐learning. However, the pattern of the students' performance graph and further analysis with a liberal approach implied that the active–reflective learning style may influence learning outcomes slightly at an earlier time during the case‐based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students' transition to the new case‐based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles. 相似文献
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Fiona Concannon Antoinette Flynn Mark Campbell 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(3):501-512
There is a trend in Irish universities to utilise the benefits of the e‐learning as a mechanism to improve learning performance of campus‐based students. Whilst traditional methods, such as face‐to‐face lectures, tutorials, and mentoring, remain dominant in the educational sector, universities are investing heavily in learning technologies, to facilitate improvements with respect to the quality of learning. The technology to support reuse and sharing of educational resources, or learning objects, is becoming more stable, with interoperability standards maturing. However, debate has raged about what constitutes effective use of learning technology. This research expands upon a study carried out in 2003 examining students’ perceptions of e‐learning in a large undergraduate accounting class environment. As a result, improvements were made to the instructional design of the course, to enable students to engage interactively with content. The subsequent study, reported in this paper, adopted a broad range of techniques to understand students’ learning experience in depth. The findings of this research provide an insight into how these students really work and learn using technologies, if at all. It is hoped that our findings will improve the experience for both students and lecturers who engage in teaching and learning through this medium. 相似文献
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Roisin Donnelly 《Learning, Media and Technology》2006,31(2):93-116
This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students. 相似文献
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This article questions the common wisdom of the HRD profession by comparing it to the results from six studies on the important developmental and learning experiences of successful managers. Managers in the studies tell us that although planned formal and informal employer‐based training and school‐based training contributed to their development, much of their learning occurred outside of the areas of planned institutional control. Instead such factors as challenging job experiences and assignments, relationships with peers and bosses, learning in the community, family upbringing, personal life experiences, characteristics of the organisational environment, and specific strategies for learning from experience were named as contributors. According to these findings, we are investing all of our targeted resources in only apart of managerial learning and development. Weargue that it is difficult to address these other areas because we view humans as a resource to control for the purpose of maximising profit and enhancing economic development. The result of this reductionistic view of human resources is that our practice is neither cost nor time effective. The implications for HRD practice and research are discussed. 相似文献
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In the context of Autoparts, a multinational manufacturer for automotive electronics, Lotus Notes was employed to create an e‐learning system. This system was titled “Using Notes for Case‐based Learning Environments” (UNCLE). The UNCLE project attempted to encapsulate knowledge and understanding of those organizational factors that might influence e‐learning development and implementation in a corporate context. Based on the findings of this study, and our reflections on these findings, we define that an e‐learning system consists of four critical components: (1) corporate learners with certain prerequisites (people) to carry out (2) learning tasks (process) using (3) e‐learning technology (technology) in an (4) organizational context (organization). This study further suggested that e‐learning is a sociotechnical change process like any technology adoptions, and proposed a systemic framework for exploring and making the most of various sociotechnical factors. Further studies are suggested to investigate the interrelationships among these four components and various sociotechnical factors. 相似文献
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A class of second year (age group 19–20), university students used computer conferencing as an alternative to face‐to‐face seminars. A questionnaire based on Garrison's critical thinking model tested their conferencing versus face‐to‐face experiences. Factor analysis using SPSS produced five factors for face‐to‐face seminars and four factors for computer conferencing consistent with deep approaches to learning. One negative factor emerged for computer conferencing which indicated a problem with student use of the technology. The results show that computer conferencing can be a valuable learning environment on campus. 相似文献
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William M. Rivera 《International Journal of Lifelong Education》2013,32(1):65-73
This paper defines human resource development (HRD) as a functional process that involves learning interventions which are both determined by and have implications for public policy, public and private sector institutions, and the HRD specialists operating within the institutions that seek to implement these interventions. HRD is considered a force for optimizing human growth, organizational effectiveness, and national development through skills enhancement in the workforce. The agricultural workforce is broadly divided into four major segments, and these are related to three arenas of educational activity: in‐service training and development, non‐formal extension and extension‐type educational programmes, and school curricula. Following the definitions section, the paper takes up the question of basic needs of HRD in the agriculture sector (HRD/AG) at the policy, institutional and operational levels. Finally, there is a brief review of the global forces, both exogenous and endogenous, affecting HRD/AG. The conclusion calls for carefully diagnosed, systematically implemented HRD/AG policies to ensure for the development of profitable agriculture in a clean environment. 相似文献
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Hong Lin 《Performance Improvement Quarterly》2006,19(4):91-105
Human resource development (HRD) professionals are increasingly incorporating technology into their work activities. However, research that examines the ethics in the use of technology by HRD professionals is still underrepresented in the literature. This article first conducts a PEST (political, economic, social‐cultural, and technological) analysis by examining a number of important general and specific trends that affect the use of technology in HRD. It then discusses some implications with regard to these trends and their impacts on HRD practices. 相似文献
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K. Peter Kuchinke 《Performance Improvement Quarterly》2000,13(1):46-59
This survey‐based study investigated information and feedback‐seeking behavior in U.S. and British human resource development and training settings. It involved some 400 participants at two U.S. and three British universities and government agencies. Using self‐and other‐rating forms, the results indicated differences in perception of teaching styles and source, frequency, and usefulness of information regarding performance feedback and learning objectives. The study suggests that adult learners self‐regulate in learning situations to a greater degree than instructors anticipate. The study has implications for the education and training of HRD instructors and trainers and adds to the knowledge base of instructional theory. 相似文献
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Tuija Valkeavaara 《Studies in Continuing Education》2013,35(2):177-196
This article examines the construction of occupational expertise through problematic situations encountered during everyday work. The human‐centred and knowledge‐intensive domains of current working life, for instance human resource development (HRD), contain various problem situations which tend to be open and unstructured, lacking a single solution. Those ill‐defined problem situations characterise also HRD as a domain of expertise which requires multidisciplinary formal knowledge and, especially, the ability to make use of it. Accordingly, it is suggested that learning to be an expert in HRD can be seen as a constructive process where varied formal knowledge and previous experiences of the domain are applied, contested and transformed into new forms of practical knowledge. Thus, much of the expertise in HRD will eventually be constructed through experience in practical problem‐solving situations. Those situations and the ways in which a HR developer interprets an event and chooses and tries out resolutions can be seen as an interpretative and narrative process which influences the construction of expertise. The study presented here aimed to understand within the narrative framework the nature of problematic situations in work as an experiential resource for the construction of expertise among HR developers. Twenty experienced HR developers in various workplaces in Finland were interviewed and asked to tell about problematic situations, how they were resolved and what was learnt from the process. The interviewees’ stories exhibited the diversity of HRD as a domain of expertise. However, in sum, communication, interactivity, collaboration and the involvement of management, which are commonly presented as ideals in HRD, are in fact the primary sources of problematic situations, and thus also of new learning in the HR developer's world. On the basis of the interviewees’ stories about problems and resolutions it is concluded, firstly, that much of an HR developer's expertise seem to be constructed through promoting and acting in dialogue, and, secondly, that it can be characterised as a flexible and inclusive state of mind rather than the application of routine procedures, and that going through problematic situations bestows confidence regarding practical knowledge in future situations. 相似文献
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Genevieve Marie Johnson 《教育心理学》2007,27(5):617-634
A sample of 48 college students prepared for in‐class examinations using two web‐based study conditions. The A condition used web‐based study groups and the B condition used web‐based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active‐reflective, visual‐verbal, sequential‐global, and sensing‐intuitive). Students who were more active than reflective expressed a preference for face‐to‐face study groups rather than online study groups and for online quizzes rather than pencil‐and‐paper quizzes. Students who were more visual than verbal expressed a preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement in the less‐preferred study condition. At college level, students are aware of their learning style and understand the conditions that facilitate their mastery of course content. Instructional applications of web‐based technology may provide mechanisms for more consistently accommodating student learning style in higher education. 相似文献
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Laura Helena Porras‐Hernandez 《Distance Education》2000,21(2):385-405
This paper discusses the results of the student dimension in an evaluation applied to an educational teleconferencing system in a Mexican higher education institution. Traditionally, this institution has gained prestige for its face‐to‐face programs, and students are not used to mediated or distance learning. Courses offered through this system are based on a pedagogical model which emphasises the active role of the learner. Therefore, student variables such as perceptions of the self, and self‐regulatory processes become key components in this learning environment. Conclusions here presented correspond to: (i) students’ expectations; (ii) perceptions of efficacy for self‐regulated learning, and perceptions of the course, and of the teacher's and learner's work.
Results indicate students’ expectations focus on ‘learning more than in face‐to‐face situations’, followed by ‘using technology’, and ‘having freedom and initiative’. Perceptions of efficacy for self‐regulated learning were high overall. Nevertheless, analyses of individual items indicate specific areas requiring improvement. Qualitative data on perceptions of the course, and teachers’ and learners’ work suggest that these courses are more demanding than the face‐to‐face ones they are taking. Students’ responses include attitudinal and cognitive adjustments needed for these learning environments. These results have led to improvements, which are presently being applied. The importance of considering these student variables in evaluations of mediated learning environments is discussed. 相似文献
18.
Learning through discussions 总被引：1，自引：1，他引：1
Students studying a third‐year e‐commerce subject experienced face‐to‐face and online discussions as an important part of their learning experience. The quality of the students' experiences of learning through those discussions is investigated in this study. This study uses qualitative approaches to investigate the variation in the students' understanding of what they were learning through discussions, and how they went about engaging in them. Quantitative analyses are used to investigate how the students' experience related to their performance. Key outcomes of the study include that the quality of the students' experience of learning through discussions is positively related to their performance and that face‐to‐face and online discussions have qualitatively different benefits for learning. 相似文献
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This study examines major theory developments in human resource (HR) fields and discusses implications for human performance technology (HPT). Differentiated HR fields are converging to improve organizational performance through knowledge‐based innovations. Ruona and Gibson (2004) made a similar observation and analyzed the historical evolution and convergence of three HR‐related fields: human resource management (HRM), human resource development (HRD), and organization development (OD). A field left out in their analysis is HPT. Many learning professionals recognize HPT as a more comprehensive approach to improving organizational performance issues (Molenda & Pershing, 2008; Pershing, 2006). However, little research has been done to advance the theory development of HPT and discuss its relationships within HR fields. This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective. 相似文献
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Francesc Pedró 《Higher Education in Europe》2005,30(3-4):399-411
One of the best ways of incentivating the use of ICTs as university teaching tools is by providing clear evidence that this technology helps to increase educational benefits, i.e., that students learn more and more effectively – in conditions of equivalent efforts by both teachers and students. The point, however, is that little has been reported on the specific impact of Web enhancements on classroom activities – the face‐to‐face component of traditional courses – and the nature of that impact. This contribution is intended to publish some evidence based on two well‐documented experiments on the use of the Campus Global, the e‐learning platform for undergraduate, traditional face‐to‐face courses introduced at the Pompeu Fabra University as early as 1998. The first analyses the failures that often accompany the introduction of ICTs into traditional teaching. The second describes the results of an experiment aimed at comparing the academic performance of two equivalent groups of students of the same subject, one receiving ordinary, lecture‐based teaching and the other being taught with the novel use of ICTs. Finally, the results are discussed and future lines of research are proposed. 相似文献