Search

This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to fully immersive internships. We illustrate how these characteristics influence learner interaction with the rich, hypothetical contexts these tools offer. A specific example is presented for each tool, and their cognitive demands on the learner are discussed. We raise implications for their use at the course and program levels.

The design of multimedia elements used in video for online courses can increase student perceptions of their instructor's credibility and immediacy. Credibility is the learner's perception of the subject matter expertise of the instructor, while immediacy is the learner's perception of the instructor's ability to communicate and reduce physiological distance. This experiment randomly assigned research participants (N = 211) into one of five independent treatment groups, each group viewed a different design based on the same subject matter, instructor video, audio narration, and presentation slides. These presentation designs included an instructor-only, slides-only, video-switching, dual-windows, and a superimposed-slides multimedia design variation. A series of 5 × 1 Analyses of variances and Tukey post hoc calculations were conducted to test for statistically significant differences between groups. The results suggest that a balance can be established between instructor credibility and immediacy by showing both the instructor and instructional content during online classes.

The community of inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential elements to foster successful educational experiences in computer-mediated distance learning environments. Although thousands of CoI-based articles have been published, those critical of the framework and related research suggest a lack of empirical evidence to support the framework's central claim that a CoI fostering learners' social, teaching, and cognitive presence leads to deep and meaningful learning outcomes. The current study conducted with 51 graduate students in five distance education courses compared student responses to a CoI perception survey with three instructor-assessed learning achievement measures. No relationship was found between the students' perceptions of their participation within the CoI and any of the three instructor-assessed learning achievement measures, suggesting the value of the CoI framework as an educational process model remains challenged.

The purpose of this study was to evaluate the effects of redundancy when learning from realistic science materials. Participants received instruction where redundancy was manipulated between text and diagrams with captions, text and diagrams, and text only. Participants reported levels of cognitive load, responded to questionnaire items and completed an achievement test. Findings indicated there were no significant differences in perceived mental effort between groups, though there were differences in experienced material difficulty. In contrast with the redundancy effect described by cognitive load theory, the manipulation of redundancy in lengthier text materials paired with diagrams did not affect performance on the achievement test.

Interaction is a critical component of distance education and involves the transfer of information between the learner and content, learner and learner, or learner and instructor (Moore, 1989). Current distance education literature has examined the role of interaction, specifically learner-learner interaction, in learning and discussion design to enhance achievement. The purpose of this study was to compare the effects of restricted and traditional discussion boards on critical thinking and learning in a graduate-level online distance education course. Findings indicated improved critical thinking in the quality and preparation strategies of initial discussion board postings when participants' views of peer responses to discussion board questions were restricted until a predetermined date. Although the overall quality of subsequent postings was not affected, content analysis revealed a significant increase in discourse and revised opinions in the restricted format. (Contains 2 tables.)

This paper describes an assessment of a web-based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role-play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study.

Byline: Roland R. Mielke, Mark W. Scerbo, Kurt Taylor Gaubatz, Ginger S. Watson Modelling and Simulation (M&S) is increasingly important in numerous disciplines. M&S also has gained acceptance as a discipline in its own right. There is growing demand for at least two different approaches to M&S graduate education, one path for users and another for developers of M&S. Thus, the traditional department-focused approach is no longer adequate for M&S education. This paper outlines the development of a multidisciplinary approach to M&S graduate education at Old Dominion University. The approach encourages development of a number of M&S programmes, coordinated by university-level oversight, in which all academic colleges participate.

Purpose: Listening in noise is an everyday activity and poses a challenge for many people. To improve the ability to understand speech in noise, a computerized auditory rehabilitation game was developed. In Trivia Game players are challenged to answer trivia questions spoken aloud. As players progress through the game, the level of background noise increases. A study using Trivia Game was conducted as a proof-of-concept investigation in healthy participants. Method: College students with normal hearing were randomly assigned to a control ( n = 13) or a treatment ( n = 14) group. Treatment participants played Trivia Game 12 times over a 4-week period. All participants completed objective (auditory-only and audiovisual formats) and subjective listening in noise measures at baseline and 4 weeks later. Result: There were no statistical differences between the groups at baseline. At post-test, the treatment group significantly improved their overall speech understanding in noise in the audiovisual condition and reported significant benefits in their functional listening abilities. Conclusion: Playing Trivia Game improved speech understanding in noise in healthy listeners. Significant findings for the audiovisual condition suggest that participants improved face-reading abilities. Trivia Game may be a platform for investigating changes in speech understanding in individuals with sensory, linguistic and cognitive impairments. [ABSTRACT FROM AUTHOR]