The excitement and interest in using new e-learning technologies begs the question of how best to use that technology. Emerging technologies may assert “seductive details” to entertain and stimulate learner interest, but that stimulus may be only tangentially related to the learning topic and irrelevant to the overall learning theme (Harp & Mayer, 1998). With a new technology come new possibilities, along with promise and hype. But until sufficient experimentation has been conducted, documented, and critiqued, and there is a solid baseline of evidence for application, best practices can be proposed but not yet declared. Such is the case for mobile devices, virtual worlds, and video-based game scenarios as training platforms. The good news is that progress is being made in loading the empirical baseline with relevant samples.

: The Army needs guidance on how to use and integrate assessments and various learning technologies to achieve and support the principles set forth in the Army Learning Model. In an initial step to provide best practices, a literature review and interviews were conducted with subject matter experts to find exemplars within the U.S. Army, other U.S. Armed Services, or other nations? Armed Forces, and the private sector in which training and assessment has been carried out operationally using the following platforms: mobile devices, virtual worlds, and videogame-based scenarios. From the literature review, three exemplars and 23 exemplary elements were found. The exemplars and exemplary elements, along with insights from the interviews, were analyzed to identify several best practices and guidelines for training and assessment development. Given the infancy of the research in this area, however, the practices and guidelines identified can only be considered provisional until more evidence can be gathered.

This chapter provides a preliminary framework for learner centered user interface design across a variety of training categories. To arrive at this framework, the authors explore (1) user interface design principles and the extent to which they apply to learning environments, (2) the learner centric psychological principles that should be included in the design of learner interfaces, and (3) methods by which training tasks are categorized. The overarching premise of the framework is that designs that are compatible with the psychology of learning promote learning, and ultimately performance, better than those that do not. This seemingly simple concept is sometimes in conflict with user interface design principles for other purposes, such as general purpose websites or marketing campaigns. The framework results in a notional configuration of 27 learner centered training interfaces, which are analyzed for their relevance to user interface design. The chapter concludes with a call for further research to determine best practices in learner interface design.

Abstract : Consistent with DoD interest in adding rigorous analysis early in the life cycle of major acquisition programs, the training concepts and strategies must be completed early in the acquisition process. The objective of this task is to conduct analysis of the systems training Phase I coded data and expand the scope of data collection to include systems training in acquisition programs with significant human integrations requirements. This research will provide an empirical base for the DoD to more fully understand and justify the need to provide for efficient and effective operator, maintainer, and leadership training early in the acquisition process to improve the resulting capabilities and utility of future complex weapon systems. It is anticpated that early consideration of training considerations will both decrease system costs and increase training effectiveness with training strategies, tools, simulators and simulations accommodated as an integral part of major Defense programs.

The purpose of this study was to describe the patterns of interpersonal interactions relating to group development in asynchronous computer conferencing. Data consisted of transcripts from a graduate course conducted via computer conferencing. Using Schutz' model of group development, messages were analyzed for interpersonal issues. Results suggest that people collaborating as a group via asynchronous computer conferencing have similar interpersonal issues, at comparable stages and proportions, as reported for face-to-face groups. Implications for practice and future research are discussed. Author (s): Bee Gatliff and Frederick C. Wendel Title: INTER-INSTITUTIONAL COLLABORATION AND TEAM TEACHING Pages: 26-37 Abstract Vol 9.1 DEOSNEWS 1 of 7 1 of 7 1/28/11 4:09 PM Inter-institutional collaboration and team teaching can enhance distance education. Limited human and financial resources and the quality of teaching, learning, research, and course offerings can all be maximized by the collaborative sharing of resources. Collaborative relationships can be difficult to start and keep on track; however, the potential benefits to institutions of higher education, students, and faculty warrant thorough investigation. The triad of inter-institutional collaboration, team teaching, and distance education presents a multiplicity of issues that must be considered and planned for before initiating programs. Within each element exists a set of inhibitors that could undermine a valuable program if not recognized and dealt with in advance. Of particular interest to those who are new to distance education or collaborative relationships, this paper discusses several issues that should be considered in the planning process to avoid potential roadblocks and to maximize returns. Author (s): Robert A. Wisher and Annette N. Priest Title: COST-EFFECTIVENESS OF AUDIO TELETRAINING FOR THE U.S. ARMY NATIONAL GUARD Pages: 38-51 Abstract A cost-effectiveness analysis of training Army National Guard soldiers by audio teletraining technology was conducted. The trainees were n = 225 soldiers nationwide. About half of the trainees received training in a three-week Unit Clerk Course through traditional residence training, and the remainder received the same instruction through audio teletraining. Objective performance data were collected from written tests on sixteen of the forty-seven tasks taught. The percentage of trainees in the audio teletraining group that reached criterion (93%) on the first test was significantly higher (by statistical test) than the residence group (85%).In comparing costs, the audio teletraining group had lower training costs per trainee. Projected on an annual basis, the Army National Guard can save $292,404 per year through the use of audio teletraining for the Unit Clerk Course. Author (s): Dennis G. Schall Title: FIRSTCLASS DISTANCE EDUCATION

The lack of interoperability in the early years of application hindered a deeper penetration of technology into the world of learning. The ADL Initiative has grown from a concept in 1997 to a global undertaking for interoperability. An unexpected consequence is the extent of global adoption of the ADL approach by other governments, for military as well as civilian training and education.

For the past decade, e-learning has emerged as a prominent delivery mechanism in educational settings. Now, it is not uncommon to find courses that are delivered fully online or in a blended learning (Bonk & Graham, 2006) mode. In addition, with the pervasive use of handheld, mobile, and wireless technologies, mobile learning (i.e., m-learning) and ubiquitous learning (i.e., u-learning) have received extensive attention as promising trends in the field of distance education. Indeed, our goals, related to the design of environments where learning happens at anytime and any place, seem more reachable with such emerging educational technologies that maximize mobility, connectivity, and versatility. Add to that options for learner participation and contribution within such an environment, as is seen with many online tools today, and there are many exciting opportunities for learnercentered online instruction.

The current study investigates antecedents and outcomes of motivation to learn across nine Web-based courses. The results supported a cyclical model of motivational processes across courses in a training curriculum. Trainees' course expectations had a positive effect on motivation to learn, motivation to learn had a positive effect on trainee reactions, and trainee reactions predicted expectations for subsequent courses in the curriculum. In addition, motivation to learn decreased across the nine courses such that the average level of motivation was 0.30 points lower (on a 5-point scale) for the ninth than the first course. Agreeableness predicted changes in motivation to learn such that motivation decreased at a steeper rate for highly agreeable trainees across courses. The results suggest that there is a dynamic interplay among motivational constructs over time, and motivation should be examined from a systems perspective to understand carryover effects across training courses.

This chapter presents results from a meta-analysis that compares the effectiveness of Web-based instruction (WBI) to classroom instruction (CI). The results suggest that when the same instructional methods are used, WBI and CI are equally effective for teaching declarative knowledge. However, the instructional methods and course design features incorporated in WBI are critical factors in determining trainees’ knowledge acquisition. Specifically, the chapter examines the influence of lecture, human interaction, and learner control on the effectiveness of WBI. Based on the findings, the authors provide the following recommendations for increasing learning in WBI: (1) require trainees to be active, (2) incorporate a variety of instructional methods, (3) offer computer and Internet skills courses, (4) provide trainees with access to lecture notes, (5) incorporate synchronous human interaction, and (6) provide trainees with learner control.

The Advanced Distributed Learning (ADL) initiative was undertaken to make education, training, and lifelong learning accessible at any time, anywhere. It has developed specifications and techniques that are being adopted globally by governments, businesses, and schools. Although ADL currently focuses on government and business applications, it has significant implications for the classroom structures, processes, and activities of K–16 education. The authors describe the ADL initiative and its implications for K–16 education and call for increased attention from educators and education researchers to the opportunities and challenges represented by anytime, anywhere, distributed learning.

Whether one is at conferences, responding to e-mail, or chatting with colleagues, the topic of e-learning is bound to prompt a discussion related to assessment and evaluation. But there are many aspects of e-learning evaluation. Naturally, most are interested in comparisons between online and traditional instruction. Others want to know about the effectiveness of the instructors or the instructional designers in designing interactive and engaging courses. Of course, given the newness of this area, some ask for information about what the training actually provided them. Still others might inquire about what makes some courses and programs highly popular while others are seemingly hidden from view. Those focused on pedagogy might analyze the course tasks and syllabi, while those with technological interests might favor an exploration of the courseware tools and services. Finally, administrators and managers of e-learning might request evaluations of e-learning policies, partnerships, return on investment, and strategic planning. When asked to evaluate e-learning, therefore, the focus of that evaluation must be clearly specified and detailed.

Meta-analytic techniques were used to examine the effectiveness of Web-based instruction (WBI) relative to classroom instruction (0) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark's (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.

For students, teachers, and administrators, e-learning is a relatively new and sometimes uncertain event. With popular technologies and instructional trends coming and going, distance learning practice and policies change constantly. Regardless of one’s preference for an online learning management system, he or she may be forced to drop it in favor of an inferior and untested courseware shell that was developed internally and adopted solely because it was free. Adding to the confusion, technology tradeshows and teaching and learning conferences continue to alter their themes to fit the current online terminology, which, in turn, changes and evolves. Despite the anxiety caused by the many uncertainties and the accelerating pace of change, teaching online is fast becoming an expected part of one’s scholarly endeavors or, at the very least, a legitimate practice of one’s colleagues and home institution.

A Web-based tool that allows students to generate multiple-choice questions in a collaborative, distributed setting was evaluated through several comparisons. Students first completed a Web-based tutorial on writing effective multiple-choice questions and then authored questions on a given topic. Next, using the Web-based tool, groups of students reviewed and critiqued questions written by others within their group on the same topic. Based on these critiques, students were permitted to modify their original questions. They then were tested on questions prepared by other groups, either on the same or on other topics. Students who collaborated within a topic scored approximately 7% higher on the test within that topic than students who either collaborated on other topics or did not use the collaboration tool. Of the 336 questions developed, 77% were considered acceptable by instructors, indicating that the questions could be repurposed for inclusion in future tests. A majority of the critiques were constructive, indicating that the collaborative process was supportive of learning.

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized. It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance. Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors. Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation. Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content. Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.

: Students linked into a learning environment over the Internet may learn topics better by collaborating to create questions and answers. In research reported here, students used a learning aid for collaborative question generation called Army TEAMThink, a commercial program modified for Army use under a TRADOC Delivery Order contract Research was done at three US Army schools to assess the quality or doctrinal correctness of questions and answers generated by students and to measure any learning benefit. Students first completed a tutorial on how to write effective multiple-choice questions. Next, students wrote questions and reviewed questions written by other students. Based on the feedback from the reviews, authors were allowed to modify their own questions. Finally, students took a test of the questions that had been developed by students using the learning aid. Army subject matter experts judged that most of the questions developed were considered acceptable and could be repurposed for use in course exams. A majority of the question feedback was constructive, indicating that the collaborative process was helpful. Students who went through the process scored higher on a test of novel questions than those who did not use Army TEAMThink. They also scored higher than students who went through the process on a different topic from the test topic, demonstrating a moderate learning effect. The general finding of this research about a collaborative question-generation approach is that instructors can accumulate quality multiple-choice questions and monitor student comprehension, and students have an additional opportunity for better learning.