摘要:

ABSTRACTHypermedia as defined by Osgood (1987) is a tool for linking nonlinear information presented in the form of graphics, animation, video, and sound. One important question for instructional designers regarding hypermedia is how it can be used as an instructional or learning tool that enhances rather than inhibits learning. Creating hypermedia applications is a quick and easy alternative to creating courseware with older authoring systems and languages which took many hours to learn. This ease of application creation, combined with a tremendous increase in information available to our society, has resulted in a proliferation of hypermedia databases in school, university, and industry settings that is gradually moving into homes. Many of these databases are simply information media. This paper identifies important issues related to classifying a hypermedia–based information system appropriately. Based on a discussion of these issues, a call for systematic research which clarifies the role that hypermedia–based information systems can and should play in an instructional or learning environment is set fo

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00510.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTThe purpose of the Team Instructional Prescriptions (TIP) theory is to prescribe a set of systematically integrated principles for designing instruction for teams. The structure of the theory is based on Reigeluth and Merrill's conditions–methods–outcomes framework. The TIP theory identifies two interrelated instructional outcomes: effective, efficient teamwork, and effective, efficient team task performance. These outcomes can be attained by prescribing concurrent instructional methods for both team development and task performance. The selection of instructional methods (specifically organizational strategies) is determined by three sets of condition variables: (1) team development stages (forming, performing I, and performing II); (2) task process dimensions (procedural/interdependent, procedural/independent, transfer/interdependent, and transfer/independent); and (3) task relationships (subordinate, coordinate, and superordinate). These three sets of conditions define 36 unique instructional conditions, each of which requires a slightly different set of organizational strategies (macro, mid–level, and m

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00511.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTLittle information exists regarding the psychological and personal makeup of excellent private sector trainers. The purpose of this study was to identify the personality traits associated with excellent trainers. Managers from 500 large companies were asked to describe, by completing a standardized instrument (Adult Personality Inventory), the best trainer in their organization. Four major points were indicated. First, the personal characteristics of excellent trainers are different from the general population on all psychological variables except extroversion. Second, both males and females possess the traits necessary to be excellent trainers. In contrast to the general population, excellent female trainers were rated as more competitive than male trainers, but confounding factors may play a role. Third, excellent trainers possess the traits describing people who are warm, open, outgoing, and positive as well as being humanistic managers and team players. Fourth, while both young and mature trainers are excellent in their own ways, they differ in that young trainers are more aggressive. As with the general population, aggressive behavior declines with age.

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00512.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTNew advances in technology make increasingly realistic simulation available at decreasing costs. In marksmanship training, simulators may improve training quality while reducing training expenditures Previous research indicates that simulators may be at least as effective as traditional methods of instruction. The Air Force Combat Arms School at Lackland Air Force Base tested an advanced marksmanship trainer, which simulates both the M–16 rifle and the M–9 pistol. This study examines the effects of noise, recoil, and training time on M–9 qualification scores of 166 security police trainees. Results indicate that the trainer is effective for training marksmanship skills, and that presence or absence of consistent recoil and report are important to the training process. When weighed against costs, these benefits of the trainer prove cost effective when they may be used to reduce washback or elimination from training.SummaryIn summary, the results support the hypotheses of the study: that a simulation–based trainer will provide effective training in terms of marksmanship scores; and that trainer recoil and report, as well as the amount of time the trainer is used, are important factors in training effectiveness.Additional research should also explore areas not addressed in this study. Of particular importance is research addressing the possibility of replacing live fire in various situations. For example, although replacing live qualification fire may not be appropriate, as that would be replacing the learning outcome with the training process, perhaps a trainer could replace some live orientation or practice fire. Live fire situations which are too dangerous or expensive to be presented in training should also be explored as possible areas of application for a trainer. Such situations would include scenarios involving moving targets, scenarios requiring a law enforcement official to make a decision about whether or not to fire, and combat scenarios.Finally, when costs are weighed against the benefits in this particular case, the trainer would most appropriately be used in a situation where its training effectiveness could be used to reduce a substantial washback rate.This project resulted in valuable information related to the implementation of new technology in marksmanship training. However, as any process is not complete without a feedback loop that continues to refine the results and improve the process, so this project is not complete without continuing advances——such as the evaluation of a prototype advanced marksmanship and combat arms classroom. In any event, this project does provide a model which can be followed in investigating new applications of technology. Comprehensive evaluation with wise balancing of costs and benefits will provide much of the information necessary for implementation of new training technology, resulting in cost–effective and appropriate use of the technolog

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00513.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00514.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00515.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00516.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00517.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY