Online Synchronous vs. Asynchronous Software Training Through the Behavioral Modeling Approach

2011 ◽  
pp. 83-97 ◽  
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.

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.

Online Synchronous vs. Asynchronous Software Training Through the Behavioral Modeling Approach

2008 ◽  
pp. 1763-1777
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.

Online Synchronous vs. Asynchronous Software Training Through the Behavioral Modeling Approach

2009 ◽  
pp. 1533-1547
Author(s):  
Charlie C. Chen ◽  
R. S. Shaw
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Behavior Modeling ◽  
Training Methods ◽  
Sql Server 2000 ◽  
Long Run ◽  
Long Duration ◽  
Significant Difference ◽  
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-toface (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 fartransfer 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.

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.

Presence and Perceived Learning in Different Higher Education Blended Learning Environments

2015 ◽  
Vol 7 (3) ◽  
pp. 59-70 ◽  
Author(s):  
Rouhollah Khodabandelou ◽  
Habibah Ab Jalil ◽  
Wan Zah Wan Ali ◽  
Shaffe Mohd Daud
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Peninsular Malaysia ◽  
Perceived Learning ◽  
Face To Face ◽  
Alternative Approach ◽  
The Difference

Blended learning as “third generation” of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative approach as a new educational delivery method. The study determined the difference in perceived learning among three different blended learning environments in Malaysian higher education institutions. The data were collected from three public universities in Peninsular Malaysia and the respondents were undergraduate students from these universities. The result showed that the students' presence in classroom meetings contributes to their learning. The results also indicate that high levels of perceived learning were reported by undergraduate student in the blended learning environment face-to-face meeting rather than online sessions

scholarly journals Teaching and Instructional Design Approaches to Enhance Students’ Self‑Directed Learning in Blended Learning Environments

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Dina Adinda ◽  
Najoua Mohib
Keyword(s):  
Instructional Design ◽  
Data Collection ◽  
Blended Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Teaching Approaches ◽  
Self Directed Learning ◽  
Face To Face ◽  
Design Activities ◽  
Directed Learning

Thanks to the combination of face‑to‑face and online learning which involve the use of Information and Communication Technology (ICT), blended learning has become a popular approach to support learning in higher education. The main purpose of this study is to identify the teaching and instructional design approaches adopted by lecturers within blended learning environments, and to analyse their effects on students’ self‑directed learning. The sample involves 18 lecturers and their undergraduate students (n= 294) undertaking a blended course in one French university. This research utilised a mixed method approach for data collection, including questionnaires and observations. Firstly, lecturers were invited to declare their teaching approaches and the configuration of their blended learning environments by completing two online questionnaires. Secondly, both face‑to‑face and online observations were conducted with the lecturers to identify the specificity of their instructional design activities. A pre‑post questionnaire was also used to measure students’ self‑directed learning level. Data collection took place over a period of 6 months during the academic year 2017‑2018. The results show that lecturers who adopt student‑centred teaching approaches are not necessarily designing their blended learning courses as a student‑centred learning environment. Also, the results reveal that students' self‑directed learning is significantly developed only in three out of seven student‑centred blended learning courses. Additionally, the results show that lecturers of the students who improved their self‑directed level provided online peer review and online forum discussion activities. The findings indicate that further research is needed both to validate the direct relationship between these kinds of pedagogical activities and the self‑directed learning, and to determine how blended learning environments can better support collaboration and interaction.

Presence and Perceived Learning in Different Higher Education Blended Learning Environments

2016 ◽  
pp. 615-627 ◽  
Author(s):  
Rouhollah Khodabandelou ◽  
Habibah Ab Jalil ◽  
Wan Zah Wan Ali ◽  
Shaffe Mohd Daud
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Peninsular Malaysia ◽  
Perceived Learning ◽  
Face To Face ◽  
Alternative Approach ◽  
The Difference

Blended learning as “third generation” of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative approach as a new educational delivery method. The study determined the difference in perceived learning among three different blended learning environments in Malaysian higher education institutions. The data were collected from three public universities in Peninsular Malaysia and the respondents were undergraduate students from these universities. The result showed that the students' presence in classroom meetings contributes to their learning. The results also indicate that high levels of perceived learning were reported by undergraduate student in the blended learning environment face-to-face meeting rather than online sessions.

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.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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