You are here:

Effects of Collaborative and e-Learning on Skill Acquisition and Retention for Computer-based Cognitive Tasks
PROCEEDINGS

, Feng Chia University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

Based on a training program using a production system simulation software designed for the Theory of Constraint (TOC), the effects of collaborative training and after-training feedback representation method on skill acquisition and skill retention are investigated. An experiment with two training protocol, individual and triplet; two methods to present after-training lecture, face-to-face with the instructor and digitized video image; and three skill retention levels, immediately upon the completion of the training, after one week, and after one month were conducted. The results show that training protocol affects both training performance and skill retention (p<0.01) while methods to present after-training lecture affect training performance (p<0.05). The results suggest the media selection and instruction representation need to be carefully designed for e-learning environment. Directly transplant the courseware used for face-to-face environment may cause underachievement at training.

Citation

Tang, K.H. (2002). Effects of Collaborative and e-Learning on Skill Acquisition and Retention for Computer-based Cognitive Tasks. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2261-2264). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 5, 2021 from .

© 2002 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Damon, W. (1984). Peer education: the untapped potential. Journal of Applied Developmental Psychology, 5, 331-343.
  2. Goldratt, E.M. (1996). Production the TOC Way. Avraham Y Goldratt Institute, CT.
  3. Lazarowitz, R., Hertz- Lazarowitz, R., & Baired, J. H. (1994). Learning science in a cooperative setting: Academic achievement and affective outcomes. Journal of Research in Science Teaching, 31(10), 1121-1131.
  4. Salas, E. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52, 471-499. Scanlon, E. (1995). Collaboration and problem solving in science using information technology. British Journal of Educational Technology , 26, 227-228.
  5. Shebiliske, W.L., Goetti, B., & Regian, J.W. (1998). Individual and team protocols for training complex skills in laboratory and applied settings. In: Gopher, D., Koriat, A. (Eds.), Attention and Performance XVII: Cognitive Regulation of Performance: Interaction of Theory and Application. Eribaum, Hilisdale, NJ. 401-432. Sherwood, C. (1990). Computers and higher order thinking skills. In: McDougall, A., Dowing, C. (Eds.), Computers in Education. Proceedings of the IFIP TC3 Fifth World Conference. Elsevier Science, Amsterdam. 1081-1086.
  6. Webb, N.M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-39.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References