Impacts of Behavior Modeling in Online Asynchronous Learning Environments

2007 ◽  
pp. 128-151
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Lorne Olfman
Keyword(s):  
Social Presence ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Asynchronous Learning ◽  
Software Application ◽  
Face To Face ◽  
Asynchronous Learning Environments ◽  
The Face ◽  
Face To Face Instruction ◽  
Live Instruction

The continued and increasing use of online asynchronous learning (OAL) environments for training raises the question whether behavior modeling, the most effective training method in live instruction, will prove to be effective in OAL environments. If it is effective, to what extent will it be effective? In this study, behavior modeling training was delivered in three modes: face-to-face, videotaped, and scripted. Each behavior modeling mode expresses social presence to a different degree, and therefore could impact both learning performance and the willingness of students to take online asynchronous training. This study reports on the effect of behavior modeling modes on three variables in an OAL environment, perceived usefulness, near-knowledge, and far-knowledge transfer, when learning a software application. Nine hypotheses were proposed. Four hypotheses were supported and five were not. This research found that the face-to-face environment is not significantly more effective than an OAL environment. The impacts of social presence seem to be higher in face-to-face OAL environments. Although videotaped instruction and scripted instruction were lower than face-to-face instruction, they deliver same degrees of social presence and lead to similar satisfaction level.

Differential Impacts of Social Presence on the Behavior Modeling Approach

2008 ◽  
pp. 2398-2416
Author(s):  
Charlie C. Chen ◽  
Lorne Olfman ◽  
Albert Harris
Keyword(s):  
Social Presence ◽  
Behavior Modeling ◽  
Learning Performance ◽  
Asynchronous Learning ◽  
Training Method ◽  
Face To Face ◽  
Effective Training ◽  
The Face ◽  
Live Instruction ◽  
Asynchronous Training

The continued and increasing use of online asynchronous learning (OAL) environments for training raises the question whether and to what extent behavior modeling, the most effective training method in live instruction, will prove to be effective in OAL environments. This article analyzes the effect of applying behavior modeling training in an OAL environment. Behavior modeling training can be delivered in three modes: face-to-face, videotaped, and scripted. Each behavior modeling mode expresses social presence to a different degree, which could impact both learning performance and the willingness of students to take online asynchronous training. This study reports on the effect of behavior modeling mode on these variables in an OAL environment. Nine hypotheses were proposed. Four hypotheses were supported and five were not. This research found that the face-to-face environment is not significantly more effective than an OAL environment.

Epidemic Response: How to evaluate and respond to evolving and conflicting risk information with a focus on education and clinical environments

2020 ◽  
Vol 64 (1) ◽  
pp. 1732-1735
Author(s):  
Alison G. Vredenburgh ◽  
Rodrigo J. Daly Guris ◽  
Kevin G. Welner ◽  
Sreekanth R. Cheruku
Keyword(s):  
The United States ◽  
Face To Face ◽  
The Public ◽  
Conflicting Information ◽  
The Face ◽  
Clinical Environments ◽  
Face To Face Instruction ◽  
Epidemic Response ◽  
Collaborative Implementation ◽  
Modern Era

By October, we will have learned a great deal about responding to an epidemic or pandemic that has proved to have a level of transmission unprecedented in the modern era. The possible and likely responses include many unknowns. Coordinated and collaborative implementation has been complicated by conflicting information from multiple governments and organizations in several languages. What will we learn about how the United States can improve its ability to respond? How do we develop consistent and accurate warnings and messaging to the public in order to increase compliance regarding a new, and not well understood, epidemic? What factors increase or decrease compliance? How are US education policymakers deciding about face-to-face instruction? How have physicians and hospitals adapted their workflows in the face of uncertainty and supply chain inconsistencies? This panel will include a warnings expert, an expert on education law and policy, and two physicians.

scholarly journals Evaluation of a Workplace Health and Wellbeing Training Course Delivered Online and Face-To-Face

2018 ◽  
Vol 15 (11) ◽  
pp. 2422 ◽  
Author(s):  
Zenobia Talati ◽  
Emily Davey ◽  
Carly Grapes ◽  
Trevor Shilton ◽  
Simone Pettigrew
Keyword(s):  
Repeated Measures ◽  
Relative Effectiveness ◽  
Perceived Competence ◽  
Perceived Usefulness ◽  
Workplace Health ◽  
Face To Face ◽  
Training Course ◽  
Health And Wellbeing ◽  
The Face ◽  
Potential Benefits

Organisations may benefit from training champions to promote healthy workplace environments and initiatives. This study compared the perceived usefulness and relative effectiveness of an employee training course offered via online and face-to-face formats. Individuals who took part in the training course were assessed on their perceived competence and confidence to implement changes pre- and post-training. Repeated measures Analysis of Variance (ANOVA) and a t-test were conducted to test for significant differences between pre- and post-training scores and/or mode of training, respectively. Although the face-to-face training course was rated as slightly more useful, there were no significant differences between the two modes of training for the other dependent variables, and both modes led to significantly greater perceived competence and confidence post-training. These findings demonstrate the potential benefits of training employees to implement changes in their workplaces.

scholarly journals AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Wally Boston ◽  
Sebastián R. Díaz ◽  
Angela M. Gibson ◽  
Phil Ice ◽  
Jennifer Richardson ◽  
...  
Keyword(s):  
Social Presence ◽  
Student Persistence ◽  
Community Of Inquiry ◽  
Student Records ◽  
Attrition Rates ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
Community Of Inquiry Framework ◽  
The Relationship

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.

Online Behavior Modeling

2013 ◽  
pp. 210-225
Author(s):  
Charlie C. Chen ◽  
Terry Ryan ◽  
Lorne Olfman
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Training Method ◽  
Perceived Ease Of Use ◽  
Online Behavior ◽  
Software Training ◽  
Near Transfer ◽  
Face To Face ◽  
Sufficient Power

Organizations need effective and affordable software training. In face-to-face settings, behavior modeling is an effective, but expensive, training method. Can behavior modeling be employed effectively, and more affordably, for software training in the online environment? An experiment was conducted to compare the effectiveness of online behavior modeling with that of face-to-face behavior modeling for software training. Results indicate that online behavior modeling and face-to-face behavior modeling provide essentially the same outcomes in terms of knowledge near transfer, immediate knowledge for transfer, delayed knowledge for transfer, perceived ease of use, perceived usefulness, and satisfaction. Observed differences were not significant, nor were their patterns consistent, despite sufficient power in the experimental design to detect meaningful differences, if any were present. These results suggest that organizations should consider online behavior modeling as a primary method of software training.

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

Online Behavior Modeling

2008 ◽  
pp. 1922-1937
Author(s):  
Charlie C. Chen ◽  
Terry Ryan
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Perceived Ease Of Use ◽  
Online Behavior ◽  
Far Transfer ◽  
Software Training ◽  
Near Transfer ◽  
Face To Face ◽  
Sufficient Power

Organizations need effective and affordable software training. In face-to-face settings, behavior modeling (BM) is an effective, but expensive, training method. Can BM be employed effectively, and more affordably, for software training in the online environment? An experiment was conducted to compare the effectiveness of online BM with that of face-to-face (F2F) BM for software training. Results indicate that online BM and F2F BM provide essentially the same outcomes in terms of knowledge near transfer, immediate knowledge far transfer, delayed knowledge far transfer, perceived ease of use, perceived usefulness and satisfaction. Observed differences were not significant, nor were their patterns consistent, despite sufficient power in the experimental design to detect meaningful differences. These results suggest that organizations should consider online BM as a primary method of software training.

scholarly journals Providing Support for Rural Special Educators During Nontraditional Instruction: One State’s Response

2020 ◽  
Vol 39 (4) ◽  
pp. 193-200
Author(s):  
Melinda Jones Ault ◽  
Ginevra Courtade ◽  
Sally A. Miracle ◽  
Amanda E. Bruce
Keyword(s):  
Online Teaching ◽  
Technical Assistance ◽  
The Novel ◽  
Free Appropriate Public Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Nontraditional Instruction ◽  
The Face ◽  
Face To Face Instruction ◽  
Problem Solve

In the midst of the COVID-19 global pandemic, teachers were forced to quickly determine how to deliver a free appropriate public education to their students when in-person instruction was not possible. School districts and states have a variety of ways to provide supports to their teachers. One method for providing technical assistance, professional development, consultation, and mentoring to teachers is through the use of regional cooperatives. In this Practice in Action article, two educational cooperative consultants present their experiences in supporting their teachers in the face of the pandemic. Successful strategies the cooperatives developed for teachers included providing trainings in online formats, creating an organized list of resources appropriate for online teaching, and facilitating opportunities for teachers to work together to problem solve in the era of the novel COVID-19. Challenges for teachers providing instruction for their students when schools were closed to face-to-face instruction are discussed.

Online Synchronous Versus Asynchronous Software Training via Behavioral Modeling Approach

2011 ◽  
pp. 14-29
Author(s):  
Charlie C. Chen ◽  
R. S. Shaw
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Behavior Modeling ◽  
Training Methods ◽  
Face To Face ◽  
Sql Server 2000 ◽  
Long Run ◽  
Long Duration ◽  
Carry Over ◽  
Live Instruction

The continued and increasing use of online training raises the question of whether the most effective training methods applied in live instruction will carry over to different online environments in the long run. Behavior modeling (BM) approach—teaching through demonstration—has been proven as the most effective approach in a face-to-face (F2F) environment. A quasi-experiment was conducted with 96 undergraduate students who were taking a Microsoft SQL Server 2000 course in a university in Taiwan. The BM approach was employed in three learning environments: F2F, online synchronous and online asynchronous classes. The results were compared to see which produced the best performance, as measured by knowledge near-transfer and knowledge far-transfer effectiveness. Overall satisfaction with training was also measured. The results of the experiment indicate that during a long duration of training no significant difference in learning outcomes could be detected across the three learning environments.

The Carryover Effects of Preceding Interviewer–Respondent Interaction on Responses in Audio Computer-Assisted Self-Interviewing (ACASI)

2020 ◽  
Author(s):  
Hanyu Sun ◽  
Frederick G Conrad ◽  
Frauke Kreuter
Keyword(s):  
Social Presence ◽  
Computer Assisted ◽  
Sensitive Information ◽  
Carryover Effects ◽  
Face To Face ◽  
Audio Recordings ◽  
The Face ◽  
Audio Computer ◽  
Main Effects ◽  
The Impact

Abstract Audio computer-assisted self-interviewing (ACASI) has been widely used to collect sensitive information from respondents in face-to-face interviews. Interviewers ask questions that are not sensitive or only moderately sensitive and then allow respondents to self-administer more sensitive questions, listening to audio recordings of the questions and typically entering their responses directly into the same device that the interviewer has used. According to the conventional thinking, ACASI is taken as independent of the face-to-face interaction that almost always precedes it. Presumably as a result of this presumed independence, the respondents’ prior interaction with the interviewer is rarely considered when assessing the quality of ACASI responses. There is no body of existing research that has experimentally investigated how the preceding interviewer–respondent interaction may create sufficient social presence to affect responses in the subsequent ACASI module. The study reported here, a laboratory experiment with eight professional interviewers and 125 respondents, explores the carryover effects of preceding interactions between interviewer and respondent on responses in the subsequent ACASI. We evaluated the impact of the similarity of the live and recorded interviewer’s voice for each respondent as well as respondents’ rapport with interviewers in the preceding interview. We did not find significant main effects of vocal similarity on disclosure in ACASI. However, we found significant interaction effects between vocal similarity and respondents’ rapport ratings in the preceding interview on disclosure in ACASI. When the ACASI voice was similar to the interviewer’s voice in the preceding interaction, respondent-rated rapport led to more disclosure but, when the ACASI voice is clearly different from the interviewer’s voice, respondent-rated rapport in the prior interaction did not affect disclosure.

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