Web tutorials: bibliographic instruction in a new medium     

Green BF  Wu L  Nollan R 《Medical reference services quarterly》2006,25(1):83-91

Libraries are adding electronic resources of all kinds at an increasing pace to provide service to users outside the library and around the world. To meet this new demand, libraries are turning more and more to the use of online tutorials as a valuable means of providing instruction on how to access and use important resources. This article describes the Health Sciences Library and Biocommunications Center's work and experiences while creating tutorials, the ideas used, and ways the work was evaluated.  相似文献   

Constructivism in Classroom: Theory into Practice     

Naylor  Stuart  Keogh  Brenda 《Journal of Science Teacher Education》1999,10(2):93-106

Journal of Science Teacher Education -  相似文献   

Electronic Communication Training: Reconciling Gaps Created by the Virtual Office     

Jackie L. Jankovich Hartman  Brenda K. Ogden  Gary D. Geroy 《Performance Improvement Quarterly》2001,14(1):11-25

The virtual organization is one result of the rapid advances of technology. These advances, however, bring about setbacks when communicating electronically—primarily a loss of face‐to‐face interaction. Yet interpersonal skills are still deemed one of the most desirable communication skills in today's workplace. A gap analysis of the traditional versus the virtual office reveals that voids exist when communicating solely electronically. Electronic communication training is essential in order to eliminate these voids and lessen the chance for unclear messages, enhance “faceless” interactions, and avoid communication overload. Therefore, it is incumbent upon educators and trainers to augment development programs with electronic communication training in order for employees to be prepared for the challenges of the virtual office.  相似文献   

Your terminal or mine? The benefits of two or one student per terminal     

Brenda Dean Shull 《Performance Improvement》1990,29(5):37-39

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It's in the mind of the performer     

Brenda Sugrue  Sarah Hansen 《Performance Improvement》1997,36(8):36-37

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Measuring the Transfer of Training     

Brenda J. Cruz 《Performance Improvement Quarterly》1997,10(2):83-97

This study examined the use of self-report to measure training transfer by comparing three training transfer assessment methods. Applying a framework provided by instructional alignment theory, the study tested the hypothesis that if training transfer is measured by assessment methods that vary in their degree of alignment with the post-training learning assessment, the training transfer scores would be higher as the degree of alignment increased. Instructional alignment is the extent to which stimulus conditions match across instructional components: intended outcomes, instructional processes, and assessment. Three training transfer assessments were administered to 40 telecommunications technicians approximately 60 days after they completed a training course. The moan transfer score for the job performance assessment with high alignment was significantly higher than the two self-report assessments of moderate and low alignment with effect size differences of 0.96 (p < .01) and 0.87 (p < .01), respectively. The mean scores for the two self-report assessments did not significantly differ. This study has implications for the extensive use of self-report to assess training transfer in both research and training evaluation programs.  相似文献   

Distance Learning: Relationships among Class Size,Instructor Location,Student Perceptions,and Performance     

Brenda Sugrue  Thomas Rietz  Sarah Hansen 《Performance Improvement Quarterly》1999,12(3):44-57

This study investigated differences in student perceptions and performance among three distance learning sites taking the same off-campus M.B.A. course with the same instructor, The sites varied in class size and instructor location. Two classes (one large and one small) were linked using a two-way video system with rotating origination. The third class was small and was taught in person each week. Data were collected over an entire semester. Class size influenced performance more than location of instructor. Performance in the two smaller classes was better than performance in the large class. Student characteristics and site variables accounted for over 50% of variance in performance. One interaction effect was found. Students with initial low perceived value did best when the instructor was physically present each week. For students with high initial perceived value, location of instructor did not matter.  相似文献   

Report of 1999 ISPI symposium appropriate inquiry in human performance technology     

Brenda Sugrue  Harold Stolovitch 《Performance Improvement》2000,39(1):33-36

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A performance support tool for novice reading facilitators     

Brenda Bannan‐Ritland  Emily Egerton  Jen Page  Michael Behrmann 《Performance Improvement》2000,39(6):47-54

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Teaching Instructional Design: An Action Learning Approach     

Brenda Bannan‐Ritland 《Performance Improvement Quarterly》2001,14(2):37-52

Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists.  相似文献