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The Role of Training in Preparing End Users to Learn Related Software
Journal of Organizational and End User Computing
Abstract
The aim of this chapter is to determine what types of formal training methods can provide appropriate "mapping via training" of a new but related software application (in this case, a database management system [DBMS]), given that "mapping via analogy" is also taking place. To this end, trainees' existing mental models were measured, and then the trainees were exposed to one of the three training methods. Training methods were varied in an experimental setting across two dimensions: the training task context (generic versus relevant), and the number of DBMSs demonstrated (one versus two). Outcomes were measured in terms of learning performance and perceptions of ability to transfer skills to a new but related DBMS. The results indicate that both task context and the number of software packages learned are important training variables that influence trainees' mental models of the software, their transfer self-efficacy expectations, and their perceptions about the usefulness of the training.
... When we have an experience, we make sense of the experience by searching our relevant prior experiences to contrast and compare them to the present based on their surface and structural features (mapping)-if a problem exists, we extend the mapping to the problem (target) to be solved (Holyoak & Koh, 1987). Findings in health care and non-health care disciplines suggest when novices lack robust schemas; novel problem solving is limited (Norman et al., 2007;Novick, 1988), but can be overcome by using multiple sample cases to serve as base exemplars for novel problem solving (Norman et al., 2007;Novick & Holyoak, 1991;Shayo & Olfman, 2000). ...
... The use of multiple case examples demonstrates the power for developing a novice's schema quality to solve novel problems, but also the necessity of the learner to perceive them as applicable for successful analogical reasoning and learning transfer to occur. Shayo and Olfman (2000) In traditional medical education, acquiring knowledge often precedes understanding its application, thus leaving individuals unsure if they really need to learn and transfer their learning. Yelon, Sheppard, Reznich and Sleight (2004) conducted a qualitative study on how teaching fellows (N = 73) formed the intention to transfer their fellowship training. ...
... Researchers attribute this distinction to higher schema quality (Gentner, Loewenstein & Thompson, 2003;Novick, 1988;Novick & Holyoak, 1991;Shayo & Olfman, 2000). A schema is an abstract representation of a concept or experience and its associated properties; it is a bundle of knowledge about an experience, the more connections made, the higher quality the schema (Reed, 1996). ...
Context. One of the most common instructional methods utilized in allied health and medical education to promote learning transfer is examination of a single patient case. However, in non-healthcare settings this practice has shown to be less effective in promoting learning than examination of multiple cases with cueing. Objectives. To examine the extent of learning transfer of cued versus non-cued pre-professional healthcare undergraduates engaged in a case-based analogical reasoning exercise and to determine what factors may explain variance in transfer outcomes. Additionally, the outcomes of this study will provide the athletic training educator and ATEP administrators' rationale and methods for implementing a case-based analogical reasoning pedagogical approach to improve learning transfer. Method . Quasi-experimental randomized post-test design. Participants included 192 pre-professional undergraduates (83 men, 109 women; mean age = 19y, range = 17–33y, SD = 1.73). Cued participants (n = 98) received written cues to compare two heat-illness cases for solution of a hypothermic case, whereas non-cued participants (n = 94) received no cueing. Independent-sample t-test analysis and effect size of mean difference was calculated to assess extent of transfer on a scale of 0–3 for cued and non-cued participants. Results. Cued participants (M = 230, SD = .89) demonstrated significantly more transfer (t(175.91) = 2.65; p = .009; CI95 = (.10, 0.68); d = .39) of the structural principle than non-cued participants (M = 2.14, SD = .86). There was no statistical difference in transfer of treatment method between cued (M = 1.9, SD = 1.14) and non-cued (M = 2.03, SD = .90) participants (t(190) = .874; p = .38; CI95 = (−0.14, 0.36); d = .13). Conclusion. Learning transfer is improved among pre-professional undergraduate students during a case-based analogical reasoning process when they are cued to look for the shared structural principle common to the worked cases. Students exposed to multiple case examination with cueing may be more apt to recall their learning and apply it when faced with novel cases in the clinical environment. Key Words: transfer of learning, analogical reasoning, cueing.
... Therefore, a sample of business students with diverse backgrounds in marketing, advertising, computers, and web development working on a marketing web page project was appropriate for testing the hypotheses. Research articles in this field have used college students as subjects in business research (Nicholson et al., 2009;Shayo et al., 2000;Crossland et al., 2000). Furthermore, this (Eastin & LaRose, 2000;Mead, 2001;Yang & Tang, 2004). ...
... (Markulis et al., 2006). However, research articles have used college students as subjects in business research (Nicholson et al., 2009;Shayo et al., 2000;Crossland et al., 2000). Although such practices are acceptable in business research, business students lack the maturity of business employees. ...
... When we have an experience, we make sense of the experience by searching our relevant prior experiences to contrast and compare them to the present based on their surface and structural features (mapping)-if a problem exists, we extend the mapping to the problem (target) to be solved (Holyoak & Koh, 1987). Findings in health care and non-health care disciplines suggest when novices lack robust schemas; novel problem solving is limited (Norman et al., 2007;Novick, 1988), but can be overcome by using multiple sample cases to serve as base exemplars for novel problem solving (Norman et al., 2007;Novick & Holyoak, 1991;Shayo & Olfman, 2000). ...
... The use of multiple case examples demonstrates the power for developing a novice's schema quality to solve novel problems, but also the necessity of the learner to perceive them as applicable for successful analogical reasoning and learning transfer to occur. Shayo and Olfman (2000) demonstrated use of multiple examples among novices enhanced schema quality to solve novel problems. The authors examined undergraduate seniors (N=44) who had previous database and processing experience to determine to what extent two versus one database training case example in either a relevant or generic context would affect schema quality and use of a novel database. ...
... 5 Outcomes of studies by Norman et al and Shayo and Olfman highlight the central role instructors serve in the case-based analogical reasoning process. 5,11 Instructors can cue learners to identify structural relationships that exist between cases being compared and learners' past experiences. Speicher and Kehrhahn explain that the cueing intervention helps learners retrieve and map their present learning experience with their past experience. ...
... 5 Outcomes of our study, which are consistent with those in the cognitive sciences literature, suggest multiple case examination with cueing to be a more effective pedagogical technique over multiple case examination alone to improve learning transfer and problem solving. 4,11,18,21 Additionally, our findings support the underpinnings of case-based analogical reasoning with cueing for novice health care students, suggesting that cueing students to look for structural relationships across multiple patient cases assists in 1) identification of the cases shared structural principle(s), (b) builds schema that result in more effective problemsolving and 2) fosters learning transfer. ...
ABSTRACT
Purpose: The purpose of this study was to examine the effect of cueing on learning transfer among pre-professional, health profession undergraduates engaged in a case-based analogical reasoning exercise. Methods: The study design was a quasi-experimental, randomized post-test design. Volunteer undergraduate pre-professional health profession students (N = 192) were assigned to either an experimental group, which received two written clinical cases with cues or the control, which received the same cases, but no cues. After participants read the cases, a target case was provided for solution based on the previous cases. Target case solutions were scored by content experts for extent of transfer of a structural principle and optimal treatment method implicitly embedded in the comparison cases. Results: Cued participants (n = 98) demonstrated significantly more learning transfer (t (175.91) = 2.65; p = .009; d = .39) of the structural principle than non-cued participants (n = 94). However, no significant difference was found for cued and non-cued groups for transfer of the optimal treatment method (t (190) = .874; p = .39; and a small effect size (d = .13) was present. Conclusion: Learning transfer improves among pre-professional health profession undergraduates when cued during a case-based analogical reasoning experience. The findings support and extend previous multiple case-based analogical reasoning study outcomes indicating that multiple patient cases with cueing should be utilized over single case examination with or without cueing to promote transfer of learning. Improvements in learning transfer may lead to improved quality of patient care.
... When we have an experience, we make sense of the experience by searching our relevant prior experiences to contrast and compare them to the present based on their surface and structural features (mapping)-if a problem exists, we extend the mapping to the problem (target) to be solved (Holyoak & Koh, 1987). Findings in health care and non-health care disciplines suggest when novices lack robust schemas; novel problem solving is limited (Norman et al., 2007;Novick, 1988), but can be overcome by using multiple sample cases to serve as base exemplars for novel problem solving (Norman et al., 2007;Novick & Holyoak, 1991;Shayo & Olfman, 2000). ...
... The use of multiple case examples demonstrates the power for developing a novice's schema quality to solve novel problems, but also the necessity of the learner to perceive them as applicable for successful analogical reasoning and learning transfer to occur. Shayo and Olfman (2000) demonstrated use of multiple examples among novices enhanced schema quality to solve novel problems. The authors examined undergraduate seniors (N=44) who had previous database and processing experience to determine to what extent two versus one database training case example in either a relevant or generic context would affect schema quality and use of a novel database. ...
... When we have an experience, we make sense of the experience by searching our relevant prior experiences to contrast and compare them to the present based on their surface and structural features (mapping)-if a problem exists, we extend the mapping to the problem (target) to be solved (Holyoak & Koh, 1987). Findings in health care and non-health care disciplines suggest when novices lack robust schemas; novel problem solving is limited (Norman et al., 2007;Novick, 1988), but can be overcome by using multiple sample cases to serve as base exemplars for novel problem solving (Norman et al., 2007;Novick & Holyoak, 1991;Shayo & Olfman, 2000). ...
... The use of multiple case examples demonstrates the power for developing a novice's schema quality to solve novel problems, but also the necessity of the learner to perceive them as applicable for successful analogical reasoning and learning transfer to occur. Shayo and Olfman (2000) demonstrated use of multiple examples among novices enhanced schema quality to solve novel problems. The authors examined undergraduate seniors (N=44) who had previous database and processing experience to determine to what extent two versus one database training case example in either a relevant or generic context would affect schema quality and use of a novel database. ...
... 9 Several studies have reported that engaging novices in comparing multiple case examples for the purpose of applying their shared structural principle assists in the development of quality schema in spite of a lack of real-life experience. 8,28,29 Second, instructor-provided cues associated with cases may assist learners with retrieving past memories, 30 help them identify structural principles shared in the cases, 8 and serve as triggers for problem solving. 21 Clark and Harrelson 31 asserted that successful transfer depends on the encoding (memory formation) of cues with an experience because cues are one of the most important factors for recalling an experience. ...
Context: One of the most common instructional methods utilized to promote learning transfer in health profession education is examination of a single patient case. However, in non-healthcare settings this practice has shown to be less effective in promoting learning than the examination of multiple cases with cueing.
Objective(s): The primary objective of this article is to provide athletic training educators a rationale for implementing a multiple case-based analogical reasoning technique to improve students' learning transfer.
Background: Case-based analogical reasoning is a pedagogical technique that improves problem solving by helping learners identify a common structural principle shared among multiple cases. Identification and transfer of the shared principle facilitates solving novel problems or patient cases. When cueing is coupled with the process, transfer of the structural principle to the problem is enhanced.
Description: This article discusses cognitive learning theory and provides empirical evidence to support the use of case-based analogical reasoning to improve athletic training students' clinical reasoning. It also provides the educator practical tips for implementing the technique in classroom and clinical settings.
Clinical Advantage(s): Improving the transfer of structural principles may improve solving novel problems in the clinical environment, which should also improve the quality of patient care.
Conclusions: Clinical reasoning and learning transfer may be improved among health professional students during a case-based analogical reasoning process when cued to look for the shared structural principle among cases. Students who engage in multiple-case examination with cueing may be more apt to recall their learning and use it when faced with novel cases in the clinical environment.
... Various sources such as documents, observations, and discussions can provide new information. Exposure to varied and relevant experiences improves the viability of analysts' MMs and, as a result, enhances their domain knowledge (Kelso & Norman, 1978;Schmidt, 1975;Shayo & Olfman, 2000). ...
Research has extensively documented the importance of accurate system requirements in avoiding project delays, cost overruns, and system malfunctions. Requirement elicitation (RE) is a critical step in determining system requirements. While much research on RE has emerged, a deeper understanding of three aspects could help significantly improve RE: 1) insights about the role and impacts of support tools in the RE process, 2) the impact of using support tools in multiple stages of the RE process, and 3) a clear focus on the multiplicity of perspectives in assessing RE outcomes. To understand how using support tools could improve RE, we rely on the theoretical lens of mental models (MM) to develop a dynamic conceptual model and argue that analysts form mental models (MMs) of the system during RE and these MMs impact their outcome performance. We posit that one can enhance analysts’ MMs by using a knowledge-based repository (KBR) of components and services embodying domain knowledge specific to the target application during two key stages of RE, which results in improved RE outcomes. We measured the RE outcomes from user and analyst perspectives. The knowledge-based component repository we used in this research (which we developed in collaboration with a multi-national company) focused on insurance claim processing. The repository served as the support tool in RE in a multi-period lab experiment with multiple teams of analysts. The results supported the conceptualized model and showed the significant impacts of such tools in supporting analysts and their performance outcomes at two stages of RE. This work makes multiple contributions: it offers a theoretical framework for understanding and enhancing the RE process, develops measures for analysts’ mental models and RE performance outcomes, and shows the process by which one can improve analysts’ RE performance through access to a KBR of components at two key stages of the RE process.
... 9 Several studies have reported that engaging novices in comparing multiple case examples for the purpose of applying their shared structural principle assists in the development of quality schema in spite of a lack of real-life experience. 8,28,29 Second, instructor-provided cues associated with cases may assist learners with retrieving past memories, 30 help them identify structural principles shared in the cases, 8 and serve as triggers for problem solving. 21 Clark and Harrelson 31 asserted that successful transfer depends on the encoding (memory formation) of cues with an experience because cues are one of the most important factors for recalling an experience. ...
Context: One of the most common instructional methods utilized to promote learning transfer in health profession education
is examination of a single patient case. However, in non-healthcare settings this practice has shown to be less effective
in promoting learning than the examination of multiple cases with cueing.
Objective(s): The primary objective of this article is to provide athletic training educators a rationale for implementing a
multiple case-based analogical reasoning technique to improve students’ learning transfer.
Background: Case-based analogical reasoning is a pedagogical technique that improves problem solving by helping learners
identify a common structural principle shared among multiple cases. Identifi cation and transfer of the shared principle
facilitates solving novel problems or patient cases. When cueing is coupled with the process, transfer of the structural principle
to the problem is enhanced.
Description: This article discusses cognitive learning theory and provides empirical evidence to support the use of casebased
analogical reasoning to improve athletic training students’ clinical reasoning. It also provides the educator practical
tips for implementing the technique in classroom and clinical settings.
Clinical Advantage(s): Improving the transfer of structural principles may improve solving novel problems in the clinical
environment, which should also improve the quality of patient care.
Conclusions: Clinical reasoning and learning transfer may be improved among health professional students during a
case-based analogical reasoning process when cued to look for the shared structural principle among cases. Students who
engage in multiple-case examination with cueing may be more apt to recall their learning and use it when faced with novel
cases in the clinical environment.
Key Words: transfer of learning, cueing, schema
... Research in cognitive psychology and information systems learning suggests that using an information system to assist problem-solving requires an understanding of the complex cognitive interface between the system and users (Sein et al. 1987;Pei and Reneau 1990;Shayo and Olfman 2000). The extant literature both in management information systems and accounting has examined the effect of information presentation on judgments. ...
... System Design Another potential explanation related to paramedic performance is the effect of the target system. The fit between the system and the user can be an important aspect of learning [Bostrom, Olfman et al. 1990b;Shayo and Olfman 2000;Chilton, Hardgrave et al. 2005;Avital et al. 2006]. Research has shown that system design plays a role in influencing the user's experience and satisfaction [Chung and Tan 2004;Lin et al. 2005]. ...
This study examines the relationship between cognitive style (adaptors versus innovators) and the learning curve when implementing new information technology. Kirton's proposition that adaptors and innovators find equally creative ways of solving problems based on cognitive preferences was tested using a longitudinal case study. Test subjects were paramedics from a large metropolitan area. Cognitive style of the paramedics was determined, along with their individual learning curve when transitioning from a paper medical record to an electronic medical record. Results indicate Kirton's proposition of equal performance between adaptors and innovators was only supported during stable periods. There was no statistically significant difference between adaptors and innovators either before implementation of the new system or post-stabilization. However, following system implementation, adaptors and innovators differed significantly with regard to their initial change in task completion times, pattern of learning, and the number of days required to reach stabilization.
... A competing theory suggests that procedural training and conceptual training lead to similar outcomes and that the learning styles of the subjects are often the stronger determinant of success [5,15]. However, the existing research focuses on narrow applications, such as library database searches [5], e-mail [17], graphical interfaces [15], and database [22]. ERP systems contain elements of all the aforementioned applications and require business domain knowledge. ...
Enterprise Resource Planning (ERP) systems are large, complex integrated software applications that often take years to implement. This study examined a major determinant of successful ERP implementation, end-user training. Specifically, this study advances research in the area of ERP software through examining end-user training strategies that may impact the effective use of these complex systems. The Sein, Bostrom, and Olfman [19] Hierarchical Knowledge-Level model is applied in an experiment to develop more effective ERP training strategies. The experiment was a non-equivalent quasi-experimental design involving two groups of approximately 35 senior business students: one group was given the introduction of ERP workflow concepts as an advance organizer (TCT Group); the other received traditional, procedurally-oriented (PT Group) ERP training over the same 5 week time period. A series of post-test measures were administered after each training treatment, and ten days after all treatments concluded. The study finds that a workflow conceptual advanced organizer strategy (TCT group) improves end-users' mental model accuracy over time as demonstrated by the subjects' ability to recall ERP specific concepts. Results indicate that a conceptual advance organizer is an important component of ERP training and should be incorporated into an organization's training strategy.
Enterprise systems (ESs) are customizable, integrated software applications designed to support core business processes. This paper reports research contrasting the relative effectiveness of two strategies for ES end-user training that differentially reflect the Sein, Bostrom, and Olfman (1999) hierarchical knowledge-level model. One strategy— procedural—involves training that targets the three lowest knowledge levels of the model (command-based, tool-procedural, and business-procedural); the other—tool-conceptual—involves training that also includes a higher knowledge level (tool-conceptual). A non-equivalent quasi-experimental design was used for groups of senior business students being trained to use an authentic ES. Performance measures were administered during training and ten days after training concluded. Both experiments demonstrated that training involving the tool-conceptual knowledge level leads to superior mental models, compared with training oriented toward lower knowledge levels, as expressed in the recollection and communication of ES concepts. Tool-conceptual knowledge-level training can be used to promote understanding and communication, and should be incorporated into training strategies for ES.
Universities and organizations place great emphasis on the "team" approach to learning and completing projects. As an extension of collaborative group learning, the team approach has been applied to learning in a computer-based learning environment. The current investigation sought to examine the effects of cognitive load on performance outcomes of students using computer-based instruction. Specifically, the performance of students within a cooperative group interacting in a computer-based instructional environment was compared to the performance of students working alone. Students were randomly assigned to learn individually or within a group of three, one of whom was then randomly assigned to control the mouse. Data analyses revealed that (a) there was no statistically significant difference between the performance of overall groups and the performance of individual computer-based instruction learners, and (b) individual learners and group observers both performed significantly higher on the posttest than group members controlling the mouse. Implications for groups working in computer-based learning environments are discussed in the paper.
Computer programming is now used broadly across many industries, with a diversity of working adults writing programs and interacting with code as part of their jobs. However, negative attitudes toward programming continue to deter many from studying computer science and pursuing careers in technology. To begin understanding adults' attitudes toward computer programming and how we can improve them, we used an educational video game to give 200 adult participants a concrete programming experience via the web, and then collected their self-reported opinions about programming. We found that adults initially had poor attitudes toward programming, believing that it was difficult, boring, and something they generally could not learn. After the online learning experience, their attitudes improved significantly, regardless of gender, population density, or level of education. These results demonstrate that adult attitudes toward programming, while initially negative, can be quickly changed with a brief, positive exposure to programming.
End-User Training (EUT) has enjoyed a rich tradition of research in Information Systems. However, with the growing pace of change in technology and the dynamic nature of business, organizations are spending an increasing amount of money on end-user training. Training methods are also changing with little research to support new approaches. Thus, extensive research is required in the future. To be credible, end-user training research should preserve and build upon the significant literature that exists, both in IS and Education. This paper provides a review of EUT literature focusing on training methods. It summarizes research findings, while pointing out key future research issues.
Although there is substantial research on learning that occurs before adoption of a new information system, there is a dearth of research on postimplementation learning when a new system is assimilated as a routine element of users' work. Hence, during the postimplementation period of a bank's new work flow system, we conducted a longitudinal participant observation study to observe knowledge transfers of users and information technology (IT) professionals assigned to a help desk. We found that although users turned to IT professionals to obtain knowledge related to conceptual understanding and procedures to use the system, they most often turned to other users to obtain knowledge that allowed them to adapt the system to their work. IT professionals, on the other hand, often turned to their colleagues to obtain knowledge that helped them modify the system to emerging innovative uses. These patterns of knowledge transfers can be explained based upon source expertise. Our findings indicate that organizations must sustain designated sources of knowledge such as help desks, but must also establish conduits for users to acquire knowledge from other users and develop innovative uses of the system. A substantial amount of critical knowledge transfers relevant to system adaptation occurred during face-to-face discussions between users and IT professionals, and therefore future research should examine how this would be affected by the outsourcing of technical support functions.
Purpose
The aim of this study is to evaluate effectiveness of several end‐user training methods during the deployment of a new information system in an Israeli financial institution.
Design/methodology/approach
Four training methods, namely, frontal (lectures), simulator (e‐learning), mentor (personal guidance), and hybrid (mix of the three aforementioned methods) were all compared in terms of the number of referrals to an online helpdesk following training sessions.
Findings
A pair‐wise analysis to pinpoint the source of the differences between the various training methods indicates that all training methods are significantly different except for frontal and simulator and therefore an organization considering these two methods can select them indifferently. A combination of mentor and simulator was found to be significantly inferior to the frontal and simulator hybrid method.
Research limitations/implications
The main limitation of the study is that evaluation was based on data associated with a specific organization, and thus external validity to other industries or countries is somewhat limited. Among other limitations are cross‐organizational differences in terms of: difficulty of calls, individual experience in the IS/IT area, and prior exposure to similar technologies.
Practical implications
Although this research does not recommend a specific training method, our findings suggest that deploying a new software system is a matter that requires early assessment by the organization and that the best results are obtained by employing the hybrid training approach.
Originality/value
The use of the number of referrals to an online helpdesk is a novel metric for measuring training effectiveness. The study also investigates the decline of the number of referrals over time.
In the early adoption phase of business-to-consumer (B2C) ecommerce, the tasks that proved most conducive to online consumer interaction typically were goal-directed, being clear in sequence and structure. A key challenge in ecommerce is the ability to design interfaces that support experiential tasks in addition to goal-directed tasks. Most of the ecommerce research on interface design, however, has focused on goal-directed tasks and has not addressed experiential tasks. Based on the literature from interface metaphors and mental models, this paper explores the use of tangible attributes derived from the physical business domain as a technique for designing an interface that effectively supports experiential tasks. A laboratory experiment was designed and conducted to test the impact of two types of interfaces and business domain familiarity when completing an experiential task. Because consumers need to retain and recall information to evaluate products/services or to make brand associations, retention/recall of information was measured on both the day of the treatment and after a 2-day lag. Results revealed that the interface based upon the business domain metaphor stimulated higher levels of retention and recall of information and thus provided the desired support for experiential tasks. Further, users with weaker domain familiarity showed the greatest improvement in retention and recall, particularly after a 2-day lag, when using the interface with the business domain metaphor design.
End-User Training (EUT) has enjoyed a rich tradition of research in Information Systems. However, with the growing pace of change in technology and the dynamic nature of business, organizations are spending an increasing amount of money on end-user training. Training methods are also changing with little research to support new approaches. Thus, extensive research is required in the future. To be credible, end-user training research should preserve and build upon the significant literature that exists, both in IS and Education. This paper provides a review of EUT literature focusing on training methods. It summarizes the findings, while pointing out key future research issues.
Enterprise systems ESs are customizable, integrated software applications designed to support core business processes. This paper reports research contrasting the relative effectiveness of two strategies for ES end-user training that differentially reflect the Sein, Bostrom, and Olfman 1999 hierarchical knowledge-level model. One strategy-procedural-involves training that targets the three lowest knowledge levels of the model command-based, tool-procedural, and business-procedural; the other-tool-conceptual-involves training that also includes a higher knowledge level tool-conceptual. A non-equivalent quasi-experimental design was used for groups of senior business students being trained to use an authentic ES. Performance measures were administered during training and ten days after training concluded. Both experiments demonstrated that training involving the tool-conceptual knowledge level leads to superior mental models, compared with training oriented toward lower knowledge levels, as expressed in the recollection and communication of ES concepts. Tool-conceptual knowledge-level training can be used to promote understanding and communication, and should be incorporated into training strategies for ES.
Computer printout. Dissertation (Ph.D.)--University of Texas at San Antonio, 2006. Includes vita. Includes bibliographical references (leaves 119-129).
A model of relationships among 4 cognitive components (working memory, representation, metacognition, and performance) implicated in the acquisition and transfer of Logo was developed and tested. Two implementations of mediated instruction, one of which involved a macrocontext (Cognition and Technology Group at Vanderbilt, 1990), also were compared with respect to these 4 components and to measures of transfer. Few reliable differences were found between instructional conditions, indicating that the systematic mediation of Logo learning was equally effective whether presented with or without the larger framework of a macrocontext. Path analysis of correlations among the 4 cognitive components and a series of transfer tasks indicated that transfer was regulated by a system of relationships among the cognitive components. The respective contribution of each cognitive component varied with the type of transfer task. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper utilizes an integrated training/learning framework developed by Bostrom et al. (1987) to prescribe guidelines for EUC training. The framework proposes two training outcomes: that users form accurate initial mental models of the system and that they have motivation to use the system. In addition, organizational social support is considered essential to foster continued learning. Each dimension is discussed in detail and prescriptions are proposed which are illustrated through examples and supported by research findings wherever possible. Key research issues in EUC are indicated.
In two experiments we investigated the effect of prior knowledge of a given device on learning to operate a similar device. Two kinds of similarity were investigated: conceptual similarity, in which the underlying concepts of how the devices worked were the same, and operational similarity, in which the organization and structure of the operating procedure were the same. Experiment 1 used devices that were always physically the same, regardless of how they were described and the procedure used to operate them. Experiment 2 used devices that were always physically different but required the same logical sequence of steps. In both experiments there were substantial effects of operational similarity but no reliable effect of conceptual similarity. It was concluded that prior experience with similar devices often helps because similar devices have similar operating procedures, not because similar devices work similarly.
A multifactor, multicriterion transfer of training experiment involving a computer-generated horizontal tracking task was conducted to establish relationships among training and transfer scores for manual control of a maneuvering vehicle, to determine the response surfaces for training and transfer, and to demonstrate a new transfer research paradigm that makes economically feasible the simultaneous investigation of the effects of a large number of training-equipment and use variables on transfer to multiple-criterion vehicle configurations. There were 80 experimental participants, 48 of whom were trained and tested on individually unique combinations of training and transfer conditions. This study was the first to measure the training and transfer effects of as many as six training equipment and use factors in a single experiment, to examine as many as 25 training-vehicle configurations in the same experiment, to train a single individual on each of 48 training conditions, to employ multiple (3) transfer vehicle configurations, and to provide data suitable for deriving multiple-regression equations for estimating the transfer effectiveness of configurations not directly studied.
This paper presents a theoretical analysis of the relationships between the requirements of a computerized task and people's knowledge of this task outside the computer system. The analysis is based on the goals to be reached, the methods which may be used, and the conditions which must be satisfied for each method to be used, with or without the computer system. It is suggested that it will be most difficult to learn a computerized task when new methods are related to old goals and/or when old methods require new conditions to be satisfied. Emperical observations supporting analyses of different tasks are presented. The empirical data reveal difficulties which are not predicted by the theoretical analyses, and it is concluded that a good prediction of the ease with which a new system is learnt can only result from a combination of theoretical analyses and empirical observations of users working with the system.