Reference

Population

Purpose/Questions

Findings/Implications

Thompson, D. E., Brooks, K., & Lizarraga, E. S. (2003). Perceived Transfer of Learning: from Distance Education classroom to the workplace. Assessment & Evaluation in Higher Education, 28(5), 539-547.

18 students with the following criteria.

First and second year cohorts:

Completed all the HRD coursesHad the same workplace supervisor throughout the programConsented to be interviewed Consented to having their supervisors interviewed

They were between 25-60 years of age 

Had 5-40 years of work experience

To explore students and supervisor perceptions of knowledge transfer from classroom to workplace. The specific courses were: communication in HRD (active listening and non-verbal communication), theory and principles of team building (group problem solving), theory and principles in leadership (employee motivation theory), theory and principles in adult education (adult learning theory and motivation), skills and strategies in HRD (training and development), theory and principles in research/evaluation (training needs assessment) and strategies in professional development (career development theory).

The individual and the organization benefited by this ability to transfer knowledge and skills from the learning environment back to the working environment.

Schultze/Modgau, S., Zielinksi T., & Lochner J. (2004) Web-based, virtual course units as a didactic concept for medical teaching. Medical Teacher. Vol. 26, No. 4, 336-342.

Students of dentistry in their 3 rd to 5 th year of study.

How does online testing compare with traditional methods?

Researchers used avi, swf, mpeg files, in addition to pdfs, along with graphics and animation. A multimedia multiple choice exam was created.

The study found that 75% of students found the multimedia online exam to be superior to traditional testing methods. Web assessments might be superior in some cases.

Carrell, L.J., & Menzel K.E. (2001) Variations in learning, motivation, and perceived immediacy between live and distance education classrooms. Communication Education, Vol. 50, No. 3, 230-240.

Study 1

120 lower division undergraduate communications students at a small Midwestern university. They were randomly assigned to three groups: live classroom, video, and audio with PowerPoint display.

Study 2

49 undergraduate students enrolled in communications at a small Midwestern university. They were randomly assigned to three groups: live classroom, video, and audio with PowerPoint display.

Study 1

RQ1: Will state motivation vary based on lecture delivery type?

RQ2: Will perceived teacher immediacy vary based on lecture delivery type?

RQ3: Will a student’s perceived learning vary based on lecture delivery type?

RQ4: Will a student’s actual learning vary based on lecture delivery type?

RQ5: Will a student’s learning (perceived and/or actual) vary based on the interaction of lecture delivery type and student cognitive style?

Study 2

RQ1: Will state motivation vary based on lecture delivery type?

RQ2: Will perceived teacher immediacy vary based on lecture delivery type?

RQ3: Will a student’s perceived learning vary based on lecture delivery type?

RQ4: Will a student’s actual learning vary based on lecture delivery type?

RQ5: Will a student’s learning (perceived and/or actual) vary based on the interaction of lecture delivery type and student cognitive style?

Study 1

RQ1: No statistical significance between delivery methods.

RQ2: Perceptions of teacher immediacy varied across the treatments. Immediacy was highest for live lectures and lowest for PowerPoint.

RQ3: Perceived cognitive learning did not vary significantly across the three treatments.

RQ4: Recall was highest in the live setting but not significantly.

RQ5: There was no significant difference in cognitive style.

Study 2

RQ1: Motivation was highest in live, followed by PowerPoint and video.

RQ2: Highest was live, but not significantly so.

RQ3: Perceived cognitive learning was highest in live, followed by PowerPoint and video.

RQ4: Short term recall was highest in PowerPoint, followed by live and then video.

RQ5: There were no significant differences for cognitive styles.

Implications: Video is probably less effective in motivation than live settings or PowerPoint.

Miller, J. S., Stanley, I., & Moore, K. (2004). Videotaped Exercise Instruction: A randomized controlled trial in musculoskeletal physiotherapy. Physiotherapy Theory and Practice, 20, 145-154.

Patients with Low Back Pain (LBP) were 385 and Shoulder Pain (SP) were 165.

To compare the effectiveness of videotape with face to face instruction for two common musculoskeletal conditions. There were three groups. Two were provided with instructional videotapes, one featuring the treating physiotherapist, the other an anonymous physiotherapist; the third group was instructed via face to face methods. 

Patients in the videotape groups were prescribed more exercises and were more skilled in performing them than were the face to face group.

In terms of clinical progress, instruction by videotape was no more effective than face to face.