ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Success and ROI in Corporate Training
Author: Barnett, Kent
Date: 2010-11-00
Type: Journal Articles
Subjects: Industrial Training,Evaluation Methods,Educational Strategies,Measurement Objectives,Measurement Techniques,Resources,Cultural Awareness,Outcomes of Education,Program Effectiveness,Program Evaluation,Models,Organizational Culture,Educational History,Research Design,Research Methodology,Success

When measuring outcomes in corporate training, the authors recommend that it is essential to introduce a comprehensive plan, especially when resources are limited and the company needs are vast. The authors hone in on five critical components for shaping a measurement plan to determine the success and ROI of training. The plan's components should provide a roadmap to address complex corporate training environments in which large numbers of courses are delivered to thousands of learners. Recommendations offered apply equally in smaller, less complex organizations. Following a brief historical perspective covering the development of evaluation methods, the authors examine each of their five critical components--strategy, measurement models, resources, measures and cultural readiness. They claim that while their approach applies to all learning methods, it is especially useful in technology-mediated programs, such as self-paced, web-based, online-facilitated, and simulation courses. (Contains 5 tables and 2 figures.)
The Sloan-C Pillars: Towards a Balanced Approach to Measuring Organizational Learning
Author: Yeo, Kee Meng
Date: 2010-11-00
Type: Journal Articles
Subjects: Holistic Approach,Cost Effectiveness,Corporate Education,Educational Assessment,Organizational Development,Evaluation Methods,Evaluation Criteria,Measurement Techniques,Program Evaluation,Program Effectiveness,Outcomes of Education,College Instruction,Educational Environment,Access to Education,Satisfaction,Staff Development,Workplace Learning,Web Based Instruction,Electronic Learning,Distance Education,Online Courses

The Sloan Pillars have set the standard for university-wide online learning program assessment for more than a dozen years. In this paper, the authors propose the extension of the Pillars to corporate e-learning, offering an alternative to traditional enterprise learning assessments. Claiming that conventional methods stress individual courses or programs, rather than encompassing a company's learning ecology, a new corporate version of Sloan Pillars is proposed. The authors claim that their holistic approach--assessing employee access, learning and cost effectiveness, and learner and management satisfaction--provides companies with the tools they need to assess the effectiveness of company learning efforts overall. (Contains 2 figures.)
Designing Corporate Training in Developing Economies Using Open Educational Resources
Author: Geith, Chris
Date: 2010-11-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Manufacturing,International Trade,Industry,Safety,Food,Food Standards,Public Sector,Internet,Educational Resources,Open Source Technology,Computer Software,Electronic Learning,Web Based Instruction,Computer System Design,Corporate Education,Economic Development,International Education,Partnerships in Education,Program Development,Program Descriptions,Instructional Materials,Instructional Development,Federal Aid,Curriculum Development,Competency Based Education,Agricultural Production,Pilot Projects,Pretests Posttests,Program Effectiveness,Training Methods

The Food Safety Knowledge Network (FSKN) is a collaboration between Michigan State University, the Global Food Safety Initiative of the Consumer Goods Forum, and other food industry and public sector partners. FSKN's goal is to help strengthen the food industry's response to the complex food safety knowledge and training challenges that affect emerging markets by providing free access to high-quality, standardized learning resources. The resources were designed to be available on demand and as a structured learning experience which can support face-to-face training and fully online training. The pilots thus far have shown that participants in FSKN training demonstrate a significant increase in knowledge. The paper will share the processes used to set up an efficient open educational resources initiative including understanding licensing, using open software, establishing competencies and working with corporate and other international partners. (Contains 2 figures.)
Promoting Hybrid Learning through a Sharable eLearning Approach
Author: Bai, Xin
Date: 2010-11-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Modules,Educational Technology,Teaching Methods,Blended Learning,Instructional Design,Computer Assisted Instruction,Instructional Development,Pilot Projects,Electronic Publishing,Teacher Developed Materials,Cost Effectiveness

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide an excellent blended learning curriculum with minimal geographical restraints. We explored ways to maximize the power of educational technologies to improve teaching efficiency and cut costs without sacrificing high quality or placing an extra burden on faculty. This mission was accomplished through adaptable e-learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as textbook chapters that can be distributed platform independently. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student's strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This encouraged faculty to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefiting all the disciplines through knowledge reuse and sharing. (Contains 1 table and 6 figures.)
A Synthesis of Sloan-C Effective Practices, November 2010
Author: Moore, Janet C.
Date: 2010-11-00
Type: Journal Articles
Subjects: Distance Education,Special Needs Students,Awards,Academic Support Services,Student Personnel Services,Educational Practices,Scoring Rubrics,Efficiency,Cost Effectiveness,Corporate Education,Educational Assessment,Program Evaluation,Program Effectiveness,College Instruction,Access to Education,Satisfaction,Electronic Learning,Online Courses,Replication (Evaluation),Virtual Universities,Educational Quality,Ethics,Student Attitudes,Teacher Attitudes,Instructional Effectiveness,Consortia,Web Sites,Computer Uses in Education,Technology Integration,Instructional Design,Asynchronous Communication

Encouraging continuous improvement in the quality, scale and breadth of online education, the Sloan Consortium invites practitioners to share effective practices. This report synthesizes effective practices submitted by Sloan-C members to the online collection at http://www.sloanconsortium.org/effective as of November 2010. The synthesis includes links to the provider institutions and to detailed postings about practices.
Learner Support Requirements for Online Workplace Training in the South African Furniture Industry
Author: MacDonald, Iain S.
Date: 2010-11-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Manufacturing,Workplace Learning,Furniture,Feasibility Studies,Training Methods,Industrial Training,Case Studies,Interviews,Participant Satisfaction,Independent Study,Foreign Countries,Student Needs

A qualitative research project was conducted to evaluate the suitability of e-learning as a means of delivering training to workplace learners in the South African furniture manufacturing sector. Twenty learners participated in a three-month pilot e-learning course and were monitored throughout. While the study was designed primarily to investigate the effectiveness of various pedagogical techniques in a South African context, the importance of providing adequate support to learners emerged as a critical theme during the research project, and this is the subject of this article. Issues included: poor awareness among learners' superiors, IT staff, and financial managers about the e-learning activities that their employees were involved in; sensitivity about costs incurred by employees in connecting to the Internet; a &quot;hands-off&quot; attitude to online training by human resources staff; and a failure in many cases to set aside adequate study hours for employees. Recommendations for companies undertaking training via e-learning include: performing a cost-benefit analysis of face-to-face versus online training; facilitating clear and timely communication within the organization regarding e-learning activities; and establishing a study plan for each learner with the active involvement of learners' supervisors, IT support specialists, human resources staff, and financial managers. (Contains 1 table.)
Skepticism to Success: Meeting Critical Workforce Needs through Innovation and Collaboration
Author: Anderson, Margaret
Date: 2010-11-00
Type: Journal Articles
Subjects: Online Courses,Physical Therapy,Community Colleges,Program Development,College Faculty,Teacher Attitudes,School Community Relationship,Labor Force Development,Science Education,Electronic Learning

To meet workforce demand and the needs of working or place-bound students, Whatcom Community College developed an online version of its existing face-to-face Physical Therapist Assistant program which became a model for other lab-based health science degrees. This article describes research studies that support the program's practices and includes the story of how the program successfully developed despite faculty and professional community skepticism.
Incorporating the e-HIM[R] Virtual Lab into the Health Information Administration Professional Practice Experience
Author: Barefield, Amanda C.
Date: 2010-11-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Information Management,Undergraduate Study,Technology Integration,Electronic Learning,Virtual Classrooms,Computer Software,Experiential Learning,Undergraduate Students,Student Attitudes

This article will highlight the experiences of two baccalaureate Health Information Administration (HIA) programs in the adoption of the American Health Information Management Association's (AHIMA) e-HIM Virtual Laboratory (Virtual Lab) into the Professional Practice Experience (PPE). Information is provided describing the implementation of the Virtual Lab, issues that were encountered, and subsequent feedback  from students and faculty regarding this new technology.
The CUNY Young Adult Program--Utilizing Social Networking to Foster Interdisciplinary and Cross-Cohort Student Communication during Workforce Training
Author: Levine, Alissa
Date: 2010-11-00
Type: Journal Articles
Subjects: Food Service,Career Planning,Adult Programs,Young Adults,Education Work Relationship,Vocational Education,Social Networks,Labor Force Development,Higher Education,Community Colleges,Two Year Colleges,Mentors,Educational Environment

The Center for Economic and Workforce Development (CEWD) at Kingsborough Community College (KCC) is currently working on a workforce development project that contains innovative teaching tools that proved successful in overcoming issues of academic isolation facing the student body. The CUNY Young Adult Program (CYAP) is a partnership of three City University of New York (CUNY) colleges--LaGuardia Community College (lead organization), KCC's CEWD and New York City College of Technology (City Tech)--that have worked together on several workforce development projects. The existing partnership already serves the priority target population of out-of-school youth, provides vocational training in the program's two priority sectors (construction trades and health), combines all the desired program elements (i.e., career planning, work readiness, GED preparation, and post-secondary occupational training), and already encompasses other priorities of importance to the Department of Labor (i.e., green components, collaboration, leveraged resources, support from a broad range of business and community-based organizations, and service within environmental justice zones). Among the CEWD recruits are some of the estimated 12,000 disconnected young adults residing in New York City. The current cohort is comprised of 25 students who are completing the 12-week Food Service Operations program. The current training cohort (as of May 1, 2010) at CEWD saw a comprehensive infusion of social networking in the program. CEWD is building institutional respect for social networking in an educational setting by connecting students, faculty, and external mentors. In this article, the authors first provide a glance at one of these networks, www.cunyive.ning.com, as it is currently used by CEWD and then explain how social networking sites such as this can provide the right blend of familiarity and professional appearance to put students at ease with its content yet make them professionally accountable for their online persona. (Contains 2 figures.)
Why Online Education Will Attain Full Scale
Author: Sener, John
Date: 2010-12-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Higher Education,Social Change,Familiarity,Educational Change,Blended Learning,Measures (Individuals)

Online higher education has attained scale and is poised to take the next step in its growth. Although significant obstacles to a full scale adoption of online education remain, we will see full scale adoption of online higher education within the next five to ten years. Practically all higher education students will experience online education in some form during their collegiate career, and college students will be able to take online or blended degree programs and certificates in almost any subject. Full scale online education will occur as the result of compounded growth, increased familiarity and acceptance, various models of scalability, and possible wildcards which may accelerate growth. Online education will also attain full scale by becoming fully integrated into mainstream education. This transformation is necessary for online learning to reach its potential to improve the quality of education.
Educational Transformation through Online Learning: To Be or Not to Be
Author: Picciano, Anthony G.
Date: 2010-12-00
Type: Journal Articles
Subjects: Electronic Learning,Institutional Mission,Online Courses,Participant Satisfaction,Trend Analysis,Educational Assessment,Educational Development,Educational Indicators,Educational Practices,Educational Research,Access to Education,Teacher Attitudes,Educational Quality,Blended Learning,Educational Change,Educational Innovation

The purpose of this article is to examine online learning at the macro level in terms of its impact on American K-12 and higher education. The authors draw on six years of data that they have collected through national studies of online learning in American education as well as related research to do a critical and balanced analysis of the evolution of online learning in the United States and to speculate where it is going. Their collection of data represents some of the most extensive research examining online learning in the totality of K-20 education. Issues related to the growth of online learning, institutional mission, student access, faculty acceptance, instructional quality, and student satisfaction are explored. Of particular importance is an attempt to determine if online learning is in fact transforming American education in its essence and to speculate on the future. (Contains 8 figures.)
A Quality Scorecard for the Administration of Online Education Programs: A Delphi Study
Author: Shelton, Kaye
Date: 2010-12-00
Type: Journal Articles
Subjects: Delphi Technique,Higher Education,Distance Education,Online Courses,Accountability,Educational Administration,Educational Improvement,Administrators,Evaluation,Enrollment,Colleges,Likert Scales,Surveys,Scores,Outcomes of Education,Learner Engagement,Instructional Design

As the demands for public accountability increase for the higher education, institutions are seeking methods for continuous improvement in order to demonstrate quality within programs and processes, including those provided through online education. A six round Delphi study was undertaken with 43 seasoned administrators of online education programs who agreed upon 70 quality indicators that administrators should examine within their programs to evaluate quality. A method for scoring was also developed. The original set of quality indicators from the Institute for Higher Education Policy study, "Quality on the Line: Benchmarks for Success in Internet-Based Distance Education" (2000) were used as a starting point and determined still valid in 2010, with modifications. The study resulted in a quality scorecard for the administration of online education programs. (Contains 4 tables.)
Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training
Author: Dorner, Helga
Date: 2010-12-00
Type: Journal Articles
Subjects: Mentors,Participant Satisfaction,Multilingualism,Educational Innovation,Teacher Attitudes,Performance Factors,Teacher Competencies,Pedagogical Content Knowledge,Information Literacy,Foreign Countries,Inservice Teacher Education,Models,Scaffolding (Teaching Technique),Asynchronous Communication,Likert Scales,Communities of Practice

This paper presents data about the successful use of the Mentored Innovation Model for professional development for a group of Hungarian teachers (n = 23, n = 20 in two iterations), which was employed in the CALIBRATE project in order to enhance their ICT skills and pedagogical competences needed for participation in a multicultural, multilingual educational innovation process. This model relied on the three basic constituents of an online community of inquiry: cognitive, social and teaching presence. Satisfaction regarding the model was explored through the observation of perceived (subjective) values provided by the participating respondents in order to identify the role of the virtual learning environments employed, activities of the facilitator and the participants' self-perceived social presence in the success of the training process. Mentoring was identified as a key factor of success in the in-service training process. (Contains 6 tables and 1 figure.)
Faculty Actions that Result in Student Satisfaction in Online Courses
Author: Jackson, Lana C.
Date: 2010-12-00
Type: Journal Articles
Subjects: Student Attitudes,Community Colleges,Distance Education,Online Courses,Participant Satisfaction,Course Evaluation,Teacher Behavior,Student Evaluation of Teacher Performance,Web Based Instruction,Teacher Role,Mail Surveys,Aptitude Treatment Interaction

This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased inventory of them. However, while online education has been in existence for over a decade, standardized practices in the online classroom have not been fully identified, developed, and implemented. Data was collected from student evaluations of two web-based courses at two Texas community colleges. Descriptive statistics, bivariate correlations and multiple regressions were used to identify faculty behaviors which affected the satisfaction of students enrolled in these courses. The results of the study indicated that faculty actions within online courses appeared to impact student satisfaction. The identification of faculty actions which impact student satisfaction in online courses will greatly assist colleges and universities in strengthening their abilities to provide quality online experiences for their students. (Contains 17 tables.)
Advancing Our Students' Language and Literacy: The Challenge of Complex Texts
Author: Adams, Marilyn Jager
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Core Curriculum,Elementary Secondary Education,Vocabulary Development,Reading Instruction,Secondary School Students,Evaluation,Reading

The language of today's twelfth-grade English texts is simpler than that of seventh-grade texts published prior to 1963. No wonder students' reading comprehension has declined sharply. The author claims that literacy level of secondary students is languishing because the kids are not reading what they need to be reading. In this article, the author lays out the evidence and argument of her claim. She examines the options for developing students' vocabulary and presents insights from a computer model of vocabulary acquisition. She also discusses a strategy for developing advanced reading and the role of a common core curriculum. She contends that a great benefit of a common core curriculum is that it would drive a thorough overhaul of the texts educators give students to read, and the kinds of learning and thought they expect their reading to support. (Contains 55 endnotes.)
Automating Expertise in Collaborative Learning Environments
Author: LaVoie, Noelle
Date: 2010-12-00
Type: Journal Articles
Subjects: Distance Education,Semantics,Discussion Groups,Cooperative Learning,Evaluation,Computer Software,Online Courses,Academic Achievement,Electronic Learning,Cognitive Processes,Scores,Higher Education

We have developed a set of tools for improving online collaborative learning including an automated expert that monitors and moderates discussions, and additional tools to evaluate contributions, semantically search all posted comments, access a library of hundreds of digital books and provide reports to instructors. The technology behind these tools is Latent Semantic Analysis (LSA), a machine learning technology that understands the meaning of words and text in ways that agree highly with human judgments. These tools were evaluated in a series of studies with the U.S. Army War College and U.S. Air Force Academy. At the Army War College, we found that the automated monitor was as accurate at identifying discussion groups in trouble as trained human instructors, and has the potential to effectively reduce the amount of time instructors spend monitoring distance learning courses. At the Air Force Academy, the expert moderator significantly improved the quality of cadets' discussion comments in a collaborative learning environment. (Contains 2 tables and 8 figures.)
Equality of Educational Opportunity: Myth or Reality in U.S. Schooling?
Author: Schmidt, William H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Equal Education,Outcomes of Education,Grade 8,Educational Opportunities,Mathematics,Socioeconomic Status,Mathematics Education,Mathematics Instruction,Mathematics Achievement,Academic Achievement,Science Achievement,Science Education,Mathematics Curriculum,High School Students,Geometry,Algebra

Despite being known as the land of opportunity, the United States is far from equitable when it comes to the mathematics that students have the opportunity to learn. In this article, the authors explore the extent to which students in different schools and districts have an equal opportunity to learn mathematics. Specifically, they discuss research on (1) the amount of variability in content coverage in eighth grade across 13 districts (or consortia of districts) and 9 states, and (2) the variation in mathematics courses offered by high schools in 18 districts spread across 2 states. They explain why all the different mathematics content roads do not fairly and equally lead to the same high-quality educational outcomes. (Contains 5 figures, 2 tables and 12 endnotes.)