The Science of Workplace Instruction: Learning and Development Applied to Work

Learning is the engagement in mental processes resulting in the acquisition and retention of knowledge, skills, and/or affect over time and applied when needed. Building on this definition, we integrate the science of training and the science of learning to propose a new science of workplace instruction, linking the design of instructional events to instructional outcomes such as transfer and job performance through the mediating effects of learner events and learning outcomes. We propose three foundational elements: the learner, instructional principles, and training delivery (methods and media). Understanding and applying instructional principles are the primary methods for enhancing training effectiveness; thus, we detail 15 empirically supported principles. We then discuss the erroneous pursuit of aptitude-by-treatment interactions under the guise of learner styles and age-specific instruction. Finally, we offer suggestions for future research that draw on the foundation of instructional principles to optimize self-directed learning and learning in synthetic learning environments. Expected final online publication date for the Annual Review of Organizational Pscyhology and Organizational Behavior, Volume 8 is January 21, 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes

Higher learning institutions are under immense pressure to evolve within the realms of the fourth industrial revolution. Training institutions are anticipated to minimize learning costs in the face of increasing enrolments. The flipped classroom model is a suitable instructional pedagogy to achieve institutional goals considering the current ubiquitousness of information and communication technology. The systematic review was aimed at summarizing and identifying research gaps that help inform future research trajectories. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. Identified empirical articles were; i.) Retrieved and summarized on the basis of tittles, abstracts, methods and basic findings, ii.) Filtered and sorted on the basis of study discipline, and iii.) Synthesized on the basis of basic findings. It was found that the flipped classroom improved academic performance to a limited extent. Most articles unanimously concurred that the flipped classroom model makes learning enjoyable and enables the development of lower order cognitive skills outside class and higher order cognitive skills through F2F (face to face) active learning. The success of the model in higher education is hinged on excellent planning, implementation and evaluation.

DEVELOPMENT OF INSTRUCTIONAL COMPUTER MODEL FOR DESIGNING E-LEARNING MODULES FOR HEARING IMPAIRED PERSONS (TECHNICAL APPROACH)

To develop an e-learning module for a certain topic, many factors must be taken into account. Each factor deals with a specific area of study, therefore such development does not represent a task of software skills, programming, or developing of multimedia. But it is an integrated work in which software development represents the main tool and the main factor of that work. For Hearing Impaired Persons (HI) this work would be more difficult because the designer must consider specific factors represent the environment of teaching / learning process for HI person via e-Learning. According to our survey we did not find such systematic integrated model which would be a typical guide for developing e-learning modules (eLMs) for HI persons so that the developed eLMs would be systematic and realizing effective instructional outcomes. The integrated and systematic approach, which has been used during the development of this model, results in a model that processes all requirements of designers who would like to develop their own eLMs for any topic and for any category of HI persons.

ONLINE VS. BLENDED LEARNING: DIFFERENCES IN INSTRUCTIONAL OUTCOMES AND LEARNER SATISFACTION

This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.

Non-Technological Learning Environments in a Technological World: Flipping Comes To The Aid

We live in a world permeated by digital technologies. Still, however, this digitization is not always reflected in the learning environments of higher education institutions, which raises questions about the adequacy of the instructional outcomes. In this paper, I maintain that the concept of the inverted or flipped classroom may be a fruitful path to including learning “hands-on” with technology even in learning environments absent of any technological resources. The rationale for this proposition is that flipped elements transfer the demand for technology from the teaching environment to the student. I report on a design-based research project to put this claim to a first test. The qualitative and quantitative data collected all support the idea that flipped classroom elements may help overcome differences in terms of availability of technology in different learning environments. The implications for universities and higher education teachers are discussed.

PENGEMBANGAN MODUL PEMBELAJARAN PADA KOMPETENSI AUTOCAD SISWA SMK

Abstrak: Penelitian ini bertujuan (1) menghasilkan modul pembelajaran autocad jurusan teknik gambar bangunan siswa tingkat dua di SMK Negeri 1 Lubuk Pakam, (2) melihat efektifitas modul hasil pengembangan untuk pembelajaran Autocad jurusan Teknik Gambar Bangunan siswa tingkat dua SMK Negeri 1 Lubuk Pakam. Metode penelitian yang digunakan adalah Research and Development. Pengembangan bahan ajar dilakukan dengan dilakukan dengan menggunakan model Dick and Carey, pengembangan modul mengacu pada teori Mourdel. Pengumpulan Data menggunakan angket, observasi, interview, dokumentasi, dan data hasil belajar menggunakan pretes dan postes. Analisis data observasi, angket, interview menggunakan pendekatan kualitatif sedangkan analisis data hasil belajar dilakukan dengan menggunakan analisis kuantitatif. Untuk melihat efektifitas pembelajaran dengan menggunakan modul dilakukan dengan uji t : antara data hasil belajar menggunakan modul hasil pengembangan dengan pembelajaran metode konvensional. Subjek penelitian adalah 2 orang guru, 31 orang siswa kelas XI Teknik Gambar Bangunan A sebagai kelas modul (eksperimen), dan 31 orang siswa kelas XI Teknik Gambar Bangunan B SMK Negeri 1 Lubuk Pakam sebagai kelas metode konvensional. Kata Kunci: Pengembangan modul pembelajaran, hasil belajar autocad Abstract: This research was aimed to (1) produce the module of study of autocad of technique majors draw the student building mount two in SMK Negeri 1 Lubuk Pakam, (2) see the effektivitas module of result of development for the study of autocad of technique majors draws the student building mount two in SMK Negeri 1 Lubuk Pakam. The research method used was Research and Development model by Borg & Gall which is known as R & D Cycle. To develop the instructional material of the modul used Mourdel’s model. The data collecting instrument were field study, observation, interview and questionnaire as long as development activity and post test to know the affect of the modul by using objectif test. To see the effekticnes of modul to haiger the instructional outcomes or mastering the competency done by differentiating outcomes between modul group and convensional method group. The differentiation analisis by using t-test to find out significances. The subject research was 2 teachers, 31 students of XI TGB A as class modul (Class experiment), and 31 students of XI TGB B as class convensional (Class control) class at SMK Negeri 1 Lubuk Pakam. Keywords: The Development of Instructional Modul, the result of learning Autocad

PENGARUH MEDIA PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DESAIN SISTEM INSTRUKSIONAL PENDEKATAN TPACK

Abstrak: Penelitian ini bertujuan untuk: (1) mengetahui pengaruh penggunaan media terhadap hasil belajar desain sistem instruksional pendekatan TPACK, (2) mengetahui pengaruh motivasi belajar terhadap hasil belajar desain sistem instruksional pendekatan TPACK, dan (3) mengetahui interaksi antara penggunaan media pembelajaran dan motivasi belajar mahasiswa dalam mempengaruhi hasil belajar desain sistem instruksional pendekatan TPACK. Penelitian ini dilaksanakan pada mahasiswa yang mengambil matakuliah desain sistem instruksional dengan purposive sampling. Metode penelitian adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian ini menunjukkan bahwa; (1) hasil belajar desain sistem instruksional pendekatan TPACK lebih tinggi dibandingkan dengan konvensional; (2) Hasil belajar hasil belajar desain sistem instruksional pendekatan TPACK pada motivasi belajar tinggi lebih tinggi daripada motivasi belajar rendah; dan terdapat interaksi antara media pembelajaran dengan motivasi belajar terhadap hasil belajar desain sistem instruksional pendekatan TPACK. Kata Kunci: media pembelajaran, motivasi belajar, desain sistem instruksional, TPACK Abstract: This study aims to: (1) determine the effect of media usage on instructional design instructional outcomes of TPACK approach, (2) to know the influence of learning motivation on instructional instructional design result of TPACK approach, and (3) to know the interaction between the use of instructional media and student learning motivation in influencing instructional instructional design result of TPACK approach. This research is conducted on students who take instructional course design course with purposive sampling. The research method is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistic to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results of this study indicate that; (1) the instructional instructional design result of TPACK approach is higher than conventional; (2) The learning outcomes of instructional system design of TPACK approach on higher learning motivation is higher than low learning motivation; and there is interaction between learning media with learning motivation to instructional design instructional system result TPACK approach. Keywords: learning media, learning motivation, instructional system design, TPACK