How to link learning, performance, and performance support to achieve desired results

2007 ◽  
Vol 46 (10) ◽  
pp. 2-2
Author(s):  
Holly Burkett
Author(s):  
Lars Bollen ◽  
Hans Van der Meij ◽  
Henny Leemkuil ◽  
Susan McKenney

<p class="AJETAbstract">A digital learning and performance support environment for university student design tasks was developed. We describe the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment and present a collection of organisational, technical, and course-related requirements that led to the particular setup of the targeted environment. Building upon the established learning management system Moodle, we designed a backbone structure that fitted onto the analysis, synthesis, construction, and evaluation intervention model. Within these four phases, students were able to find activity checklists, tools, and information to support their design activities. The environment was supplemented with tools for group communication and collaborative report writing. It has been used for 5 weeks by 35 students who worked in groups on a design task. We analysed the students’ appraisals for usability and examined usage data from their action logs. Results indicate that students were positive about the environment and generally used its facilities frequently. The discussion revolves around the issue of how to achieve a balance between constraints, freedom, and scaffolding. A set of design principles is proposed for the construction of future versions of a learning and performance support environment.</p>


Author(s):  
Irina Kondratova ◽  
Helene Fourier ◽  
Heather Molyneaux

Despite the turbulent economy, recent expenditures on workplace learning in North America have increased. Technology-based methods including tools that enable social learning are making significant gains and account for 39% of all training hours in 2012. A majority of companies are moving from static classroom training to workplace learning that is more interactive and driven by technology. Companies actively experiment with new methods such as personalized learning, performance support, and gamification to encourage employees’ motivation to learn and promote continuous workplace learning, practice and application. However, the divide between the training and competencies people have and the training and competencies companies need still remains. The National Research Council Canada (NRC)’s Learning and Performance Support Systems (LPSS) program, by implementing adaptive and personalization strategies, develops software components for learning, training, performance support and enterprise workforce optimization. These technologies have the potential to facilitate lifelong learning, reduce learning and training costs, and reduce demands on physical infrastructure. Software components being developed for learning, training and performance support also enable streamlined and rapid skill development, as well as reduce time to competency, support informal, personal and personalized learning, increase learner engagement, address workforce optimization and sustainability, and increase operational performance and productivity. An overview of the LPSS system and capabilities is presented along with the results of our review of the current state of competency management in Canada and some challenges in this area, followed by recommendations for further work on competency functionality in the context of the LPSS program.


Author(s):  
Yugo Hayashi

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.


2000 ◽  
Vol 30 (2) ◽  
pp. 29-40 ◽  
Author(s):  
Elias R. Callahan ◽  
J. P. Shim ◽  
Gerald W. Oakley

2018 ◽  
Vol 20 (1) ◽  
pp. 33-48
Author(s):  
Satrio Adi Priyambada ◽  
Mahendrawathi ER ◽  
Bernardo Nugroho Yahya

Curriculum mining is research area that assess students’ learning behavior and compare it with the curriculum guideline. Previous work developed sequence matching alignment approach to check the conformance between students’ learning behavior and curriculum guideline. Considering only the sequence matching alignment is insufficient to understand the patterns of group of students. Another work proposed an approach by aggregating the students’ profile to represent students’ learning behavior and investigate the impact of the learning behavior to their learning performance. However, the aggregate profile approach considers the entire period of study rather than segmented period. This study proposes a methodology to assess students’ learning path with segmented period i.e. the semester of the related curriculum. The segmented-period profile generated would be the input for sequence matching alignment approach to assess the conformity of students’ behavior with the prior curriculum guideline. Real curriculum data has been used to test the effectivity of the methodology. The results show that the students can be grouped into various cluster per semesters that have different characteristic with respect to their learning behavior and performance. The results can be analyzed further to improve the curriculum guideline.


Author(s):  
Eric Anthony Day ◽  
Charlene Stokes ◽  
Erich C. Fein

The extant literature on goal orientation is primarily focused on scholastic and athletic achievement. This study extends the literature by examining the viability of three goal orientation dimensions (learning, performance-approach, and performance-avoid) as predictors of complex skill acquisition. Ninety-eight males participated in 7 hours of training in order to learn a computer-based task that simulated the demands of a dynamic aviation environment. Participants completed paper-and-pencil measures of global and task-specific goal orientation as well as a test of general cognitive ability ( g). Training outcomes included declarative knowledge, knowledge structure accuracy, skill acquisition, skill retention, and skill transfer. The results indicated that both performance-approach and performance-avoid orientations explained unique variance in training outcomes beyond that explained by g. However, both performance orientations were related to the training outcomes only when operationalized as task-specific orientations, not when operationalized as global dispositions. Learning orientation was not significantly related to the training outcomes.


2021 ◽  
Vol 17 (1) ◽  
pp. 261
Author(s):  
Norhajawati Abdul Halim ◽  
Kamisah Ariffin ◽  
Norizul Azida Darus

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.   Keywords: E-learners, Learning strategies, Online learning, Performance


2022 ◽  
Vol 12 (1) ◽  
pp. 0-0

The present study explores how gender, ethnicity, and performance-based perceived competence impact students’ learning, performance, and enjoyment from playing a digital STEM learning game. We had 199 9th-11th grade students play a 2D digital STEM learning game across six science classes. Based on the results of demographic surveys, matched pretests and posttests, and satisfaction questionnaires, we found no interaction between gender and ethnicity for performance-based perceived competence, performance, and enjoyment. We found a significant difference between males and females in performance-based perceived competence and in-game performance both favoring males over females. Among ethnic groups, we found a significant difference with in-game performance favoring White and Hispanic students over Black/African American students. However, the differences in gender and in ethnicity were insignificant once we controlled for both perceived competence and pretest scores. This supports the idea that neither race nor gender truly influence one’s ability to perform in digital learning games.


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