Online learning and performance support in organizational environments using performance support platforms

2011 ◽  
Vol 50 (8) ◽  
pp. 25-32 ◽  
Author(s):  
Eran Gal ◽  
Rafi Nachmias
Keyword(s):  
Online Learning ◽  
Performance Support ◽  
Organizational Environments ◽  
And Performance ◽  
Learning And Performance

scholarly journals In search of design principles for developing digital learning & performance support for a student design task

2015 ◽  
Vol 31 (5) ◽  
Author(s):  
Lars Bollen ◽  
Hans Van der Meij ◽  
Henny Leemkuil ◽  
Susan McKenney
Keyword(s):  
Design Principles ◽  
Learning Performance ◽  
Performance Support ◽  
Digital Learning ◽  
Design Task ◽  
Core Set ◽  
Design Activities ◽  
Backbone Structure ◽  
And Performance ◽  
Learning And Performance

<p class="AJETAbstract">A digital learning and performance support environment for university student design tasks was developed. We describe the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment and present a collection of organisational, technical, and course-related requirements that led to the particular setup of the targeted environment. Building upon the established learning management system Moodle, we designed a backbone structure that fitted onto the analysis, synthesis, construction, and evaluation intervention model. Within these four phases, students were able to find activity checklists, tools, and information to support their design activities. The environment was supplemented with tools for group communication and collaborative report writing. It has been used for 5 weeks by 35 students who worked in groups on a design task. We analysed the students’ appraisals for usability and examined usage data from their action logs. Results indicate that students were positive about the environment and generally used its facilities frequently. The discussion revolves around the issue of how to achieve a balance between constraints, freedom, and scaffolding. A set of design principles is proposed for the construction of future versions of a learning and performance support environment.</p>

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

scholarly journals An Overview of Competency Management for Learning and Performance Support: A Canadian Perspective

2017 ◽  
Vol 10 (2) ◽  
pp. 47
Author(s):  
Irina Kondratova ◽  
Helene Fourier ◽  
Heather Molyneaux
Keyword(s):  
Workplace Learning ◽  
National Research Council ◽  
Personalized Learning ◽  
Learning Performance ◽  
Performance Support ◽  
Software Components ◽  
Training Costs ◽  
And Performance ◽  
Learning And Performance ◽  
Competency Management

Despite the turbulent economy, recent expenditures on workplace learning in North America have increased. Technology-based methods including tools that enable social learning are making significant gains and account for 39% of all training hours in 2012. A majority of companies are moving from static classroom training to workplace learning that is more interactive and driven by technology. Companies actively experiment with new methods such as personalized learning, performance support, and gamification to encourage employees’ motivation to learn and promote continuous workplace learning, practice and application. However, the divide between the training and competencies people have and the training and competencies companies need still remains. The National Research Council Canada (NRC)’s Learning and Performance Support Systems (LPSS) program, by implementing adaptive and personalization strategies, develops software components for learning, training, performance support and enterprise workforce optimization. These technologies have the potential to facilitate lifelong learning, reduce learning and training costs, and reduce demands on physical infrastructure. Software components being developed for learning, training and performance support also enable streamlined and rapid skill development, as well as reduce time to competency, support informal, personal and personalized learning, increase learner engagement, address workforce optimization and sustainability, and increase operational performance and productivity. An overview of the LPSS system and capabilities is presented along with the results of our review of the current state of competency management in Canada and some challenges in this area, followed by recommendations for further work on competency functionality in the context of the LPSS program.

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