摘要:

ABSTRACTIn order to understand the task of instructional designers who produce learning support software, this paper reviews the influence of learning theory on instructional design, recent developments in computer technology, and the evolving role of the instructor as a facilitator of higher‐order thinking. Constructivist principles of learning and an appreciation for the fact that the learner must become more independent and skilled in metacognitive self‐assessment and self‐management are fundamental to this changing role. Two cognitive tools that provide learner/user support for personal construction of knowledge systems are “MindMap” and “Learning FourMat Processor.” These tools are examined in the light of current learning theory and a recent study comparing the work of novice and expert writers using different forms of performance support. Recommendations are made for the development of a more complete set of cognitive tools that enables users to construct their own multimedia knowledge systems based on higher‐order thinking and

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00622.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTUp to one‐third of Americans who take foreign assignments are unsuccessful, largely because of either the lack of experience in, or training for, intercultural living or working. This lack of success is indeed problematic at a time when American businesses must seek global markets. The poor success rate has precipitated increased interest in cross‐cultural training. Much of the reported cross‐cultural training is experiential, however, and is therefore limited in transferability to other situations. The experiential base often provides no analytical structure for developing training programs for other situations. This article reviews both research and experiential literature and presents a three‐axis matrix as an analytical base for developing cross‐cultural training. The axes systematically focus attention on differences in culture, function (task roles), and s

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00623.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTWhile prior work on the elaboration theory has prescribed the sequencing of instruction based upon one type of content (procedural, conceptual or theoretical), complex subject matter often has two or even three different content orientations that are of great importance in a course. Through analysis of a course that emphasizes the application of theory to practice in physical therapy treatment, we found it is possible to develop an overall course sequence in which content of different orientations (procedural and theoretical) is presented in parallel elaboration sequences. We also found it is possible to simultaneously elaborate two types of theoretical content (descriptive and prescriptive). We propose that the advantage to parallel elaboration of multiple strands of content is that it will ensure both procedural and theoretical content are presented in a simple‐to‐complex manner, thus facilitating the formation of stable schemata and enhancing recall and transfer of learn

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00624.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTAlthough videotapes are a popular instructional medium in the training environment, viewers often adopt a passive stance toward learning from video. Viewers perceptions of video as a passive, “easy” medium may minimize the information they gain from video‐based instruction. If instructional designers and trainers want to encourage the “couch potato” to process the content of a video‐based lesson in an active manner, they should make sure that their lessons are designed to facilitate this process. This article discusses the relationship of mental effort to achievement, provides recommendations for designing video‐based materials to increase the effort learners invest in the instruction, and presents a list of practical techniques for increasing learners' mental effort and achievement that can be incorporated into lessons that include video‐

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00625.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThe concept of “manager as coach” is increasingly popular in the management literature as a mechanism for improving employee involvement and performance. This paper summarizes a study we conducted to evaluate “coaching skills” among sales managers. The study used telephone interviews with managers' subordinates to collect data regarding managers' coaching effectiveness. During the interviews, subordinates rated their supervisors' coaching skills and provided a rationale for their rankings. This study analyzes the ratings and the comments, and outlines the behaviors associated with both high and low ratings of manager coaching

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00626.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThe transfer of newly learned skills from a training situation to actual on‐the‐job performance is one of the most important aspects of training design and development, since this process is the ultimate goal of nearly any training session. Based on an extensive literature review in a variety of educational and corporate content areas, the following article presents a model for the effective transfer of newly learned skills from the training classroom to worksite implementation. The model includes three overall stages (pre‐training, training, and post‐training) and specific strategies in each stage for use by trainers, managers, and other corporate professionals. While useful in a variety of settings, this model should prove particularly helpful to instructional designers and corporate trainers involved in developing instruction to improve the performance of employees at all

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00627.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00628.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00629.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1994.tb00630.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY