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Hans Van Der Meij - One of the best experts on this subject based on the ideXlab platform.
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Practice schedules in a video-based Software Training arrangement
Social Sciences & Humanities Open, 2021Co-Authors: Hans Van Der Meij, Jasmijn MaselandAbstract:Abstract This study investigated the effectiveness of two practice schedules in video-based Software Training. An experiment compared an arrangement with instructions followed by a blocked or an interleaved practice schedule for effects on flow, self-efficacy development and task performances. According to the contextual interference effect, there should be a trade-off between the effectiveness of these schedules during and after Training. Participants were elementary school students who were novices in the Word Training that was offered. The findings indicated that flow was positive across conditions, and that there was a trend favoring the blocked schedule. Self-efficacy after Training was equally higher in both conditions. Performances of trained tasks during and after Training were satisfactory. There was a trend favoring the blocked schedule on the immediate and transfer test. However, the present study found no empirical evidence for any significant differences between the conditions. Several possible accounts for this finding are presented. The practical take-away is that the findings support the predominant practice arrangement for video-based Software Training (i.e., a blocked schedule) in initial skills acquisition.
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Advance organizers in videos for Software Training of Chinese students
British Journal of Educational Technology, 2018Co-Authors: Hans Van Der MeijAbstract:The effectiveness of demonstration‐based Training (DBT) videos for Software Training has been investigated for a Western audience. These studies have generally found that the demonstration videos significantly enhanced self‐efficacy and task performance, but also that there was a gap between task practice and learning with the latter lagging behind. The present study investigated the effectiveness of DBT‐videos for Software Training of Chinese students. The control condition presented demonstrations only. In the experimental condition demonstrations were preceded with advance organizers that aimed to enhance learning. The 61 participants (mean age 11.8 years) came from a middle school in China. Data analyses revealed that self‐efficacy significantly improved in both conditions. Task performance success also increased significantly over time. The familiar gap between task practice and learning was found between task practice and outcomes on an immediate post‐test. However, on the delayed post‐test this difference had disappeared. An effect of the advance organizer was found for accuracy of the self‐efficacy appraisals, and for gain scores from pretest to delayed post‐test. It is concluded that DBT‐based demonstration videos are moderately effective for Software Training of Chinese students, and that it can be beneficial to precede these with advance organizers. [ABSTRACT FROM AUTHOR]
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Effects of practice with videos for Software Training
Computers in Human Behavior, 2018Co-Authors: Hans Van Der Meij, Ilona Rensink, Jan Van Der MeijAbstract:Abstract This study investigated the contribution of practice in learning from Demonstration-Based Training (DBT) videos for Software Training. An experiment with three conditions is reported: practice followed by video (practice-video), video followed by practice (videopractice), and video only. The combination of practice and video was expected to enhance learning more than the video only condition. Also, practice-after was expected to be more effective than practice-before. The 82 participants, elementary students (mean age 11.2), achieved significant learning gains, reaching moderate to high levels of success on the immediate and delayed post-tests, and the transfer test. No practice effect was found. Also, there was no difference in test performance between practice conditions. The discussion advances several options for enhancing the effectiveness of the DBT-videos.
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Complex Software Training
Computers in Human Behavior, 2017Co-Authors: Jagvir Brar, Hans Van Der MeijAbstract:This article investigates the design and effect of optimized video for statistics instruction. In addition, the use of video reviews to further optimize video instruction is examined. A Demonstration-Based Training (DBT) model was proposed and followed for the construction of the video. The videos were tested in a university-level statistics course. Students were randomly assigned to an experimental condition with demonstration and review videos and control condition with only demonstration videos. Video activity was logged to collect engagement data (coverage and commitment), and a knowledge and performance test were administered. The data showed that the videos were successful at gaining and maintaining the motivation and attention of students. Knowledge scores were moderate and there was no main effect for condition. Regression analysis showed overall coverage and review commitment were predictors for knowledge scores. Performance scores remained high when compared to the previous cohort, however there was a significant positive difference in the current study. There was no main effect for condition on performance scores. The DBT-model and its implementation in the videos was considered successful. In addition, it is suggested that video instruction can play an important role in statistics courses where theory and practice are separated. Proposes a framework for designing Demonstration-Based Training videos.Illustrates the design of videos for theory and practice in statistics education.Investigates and discusses the contribution of review videos for retention.
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A test of the design of a video tutorial for Software Training
Journal of Computer Assisted Learning, 2014Co-Authors: Jan Van Der Meij, Hans Van Der MeijAbstract:The effectiveness of a video tutorial versus a paper-based tutorial for Software Training has yet to be established. Mixed outcomes from the empirical studies to date suggest that for a video tutorial to outperform its paper-based counterpart, the former should be crafted so that it addresses the strengths of both designs. This was attempted in the present study. Two consecutive experiments were conducted to examine the effect of tutorial type video vs. paper based on task relevance, self-efficacy, mood, flow and task performance. Participants were students from junior high school. Both studies reported significant, positive contributions of the tutorials to task relevance, self-efficacy, mood and flow. Both studies also found significant and substantial effects on task performance. A learning gain of about 30% was achieved in both studies. A retention task, completed only in Study 2, further revealed that the learning effect was stable. More importantly, performance on this task also indicated a significant interaction with tutorial type, favouring the video. The success of the video tutorial is ascribed to its design, which attended to and even incorporated key qualities of paper-based tutorials, while also capitalizing on the strengths of video.
Lorne Olfman - One of the best experts on this subject based on the ideXlab platform.
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HICSS - Exploring the Feasibility of Conducting Software Training in a Peer Learning Context with the Aid of Student-Produced Screencasts
2014 47th Hawaii International Conference on System Sciences, 2014Co-Authors: Tai-yin Chi, Lorne Olfman, Frank LinAbstract:In this paper we explore the feasibility of conducting Software Training in a peer learning context with the aid of student-produced screen casts. Three case studies were conducted to collect data. Wikispaces and Screencast-O-Matic were used during Software Training sessions to support peer learning in three Information Systems and Technologies (IST) courses. Screen casts were produced by students to promote peer learning. We present the results of our five-month study which suggested that student-produced screen casts were feasible to support Software Training in a peer learning context.
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Online Behavior Modeling: An Effective and Affordable Software Training Method
International Journal of Web-Based Learning and Teaching Technologies, 2006Co-Authors: Charlie C. Chen, Terry Ryan, Lorne OlfmanAbstract:Organizations need effective and affordable Software Training. In face-to-face settings, behavior modeling (BM) is an effective, but expensive, Training method. Can BM be employed effectively, and more affordably, for Software Training in the online environment? An experiment was conducted to compare the effectiveness of online BM with that of face-to-face (F2F) BM for Software Training. Results indicate that online BM and F2F BM provide essentially the same outcomes in terms of knowledge near transfer, immediate knowledge far transfer, delayed knowledge far transfer, perceived ease of use, perceived usefulness and satisfaction. Observed differences were not significant, nor were their patterns consistent, despite sufficient power in the experimental design to detect meaningful differences. These results suggest that organizations should consider online BM as a primary method of Software Training.
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HICSS - The efficacy of behavior modeling: a comparison of face-to-face and online asynchronous Software-Training methods
37th Annual Hawaii International Conference on System Sciences 2004. Proceedings of the, 2004Co-Authors: Charlie C. Chen, Terry Ryan, Lorne OlfmanAbstract:In face-to-face Software-Training settings, the behavior-modeling method has been shown to be more effective than either instruction-based or exploration-based methods. Yet, in online asynchronous Software-Training settings the behavior-modeling method may not be superior. This study provides evidence as to the relative effectiveness of these three Software-Training methods for the online asynchronous environment. A field experiment was conducted adapting the three methods to an online asynchronous environment, and including a face-to-face behavior-modeling control condition. Results indicate that when conducting Software Training, it may be almost as effective to use an online asynchronous behavior-modeling method as it is to use a more costly face-to-face behavior-modeling method. Although somewhat better results sometimes are evident for face-to-face behavior-modeling, observed differences are not significant, nor are their patterns consistent. Within the limits of instrument translation concerns, there seems to be no significant interaction of learning style and Training method on Training performance or trainee reactions to their Training. The study provides evidence as to the relative effectiveness of various methods, particularly those of online asynchronous nature, for Software Training. Within its limits, this research takes a first step in developing a strategy for online asynchronous Software Training.
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An experimental analysis of end‐user Software Training manuals*
Information Systems Journal, 1995Co-Authors: Lorne Olfman, Munir MandviwallaAbstract:. This paper describes two experimental studies that examine the difference between Software Training manuals for new users of a groupware Software package. The manuals differed in terms of their elaboration of procedural, conceptual and usage information. It was expected that manuals with rich conceptual and usage elaborations would produce the best learning outcomes. No significant differences were found in the learning outcomes of subjects with either high or low levels of previous computer experience. The elements that influence the development of instructional manuals are analysed from the perspective of our findings. The paper suggests that examining the underlying relationships between procedural, conceptual and usage information is an important topic for understanding and evaluating design guidelines for instructional manuals. Research into the methods used to communicate this information may provide insight on the usage and development of instructional manuals.
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SIGCPR - A three dimensional view and research agenda for the study of transfer of skills gained from formal end-user Software Training
Proceedings of the 1994 computer personnel research conference on Reinventing IS : managing information technology in changing organizations managing , 1994Co-Authors: Conrad Shayo, Lorne OlfmanAbstract:Software Training research indicates that some end-users do not subsequently transfer learned skills to their jobs. Yet, money, time and effort continue to be invested in formal Software Training. The three dimensional view presented in this article demonstrates that although the reasons for non-transfer are sometimes caused by trainee characteristics, Software features, Training approaches, the social context of work, and by the interaction between the four, Training research generally focuses only on trainee characteristics and Training approaches. We identify goal matching as a method that can ensure that trainees are getting what they need from the Training process. Using goal matching and more directed Training sessions should enhance the ability of Software trainers to account for more transfer of learning to the work place. We propose a research program that can be used to explore the parameters of goal matching with respect to Software Training. We describe in detail a critical study in this program, and also discuss the need for replications such as an embedded multiple unit study that goes beyond the individual and includes the work group, department, or entire organization as the unit of analysis. We conclude that the replication of our proposed research design in different Software Training settings, organizations and work contexts hold a promise for improving Software Training design, and bringing a compatible solution to all the stakeholders of Software Training.
Jan Van Der Meij - One of the best experts on this subject based on the ideXlab platform.
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Effects of practice with videos for Software Training
Computers in Human Behavior, 2018Co-Authors: Hans Van Der Meij, Ilona Rensink, Jan Van Der MeijAbstract:Abstract This study investigated the contribution of practice in learning from Demonstration-Based Training (DBT) videos for Software Training. An experiment with three conditions is reported: practice followed by video (practice-video), video followed by practice (videopractice), and video only. The combination of practice and video was expected to enhance learning more than the video only condition. Also, practice-after was expected to be more effective than practice-before. The 82 participants, elementary students (mean age 11.2), achieved significant learning gains, reaching moderate to high levels of success on the immediate and delayed post-tests, and the transfer test. No practice effect was found. Also, there was no difference in test performance between practice conditions. The discussion advances several options for enhancing the effectiveness of the DBT-videos.
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A test of the design of a video tutorial for Software Training
Journal of Computer Assisted Learning, 2014Co-Authors: Jan Van Der Meij, Hans Van Der MeijAbstract:The effectiveness of a video tutorial versus a paper-based tutorial for Software Training has yet to be established. Mixed outcomes from the empirical studies to date suggest that for a video tutorial to outperform its paper-based counterpart, the former should be crafted so that it addresses the strengths of both designs. This was attempted in the present study. Two consecutive experiments were conducted to examine the effect of tutorial type video vs. paper based on task relevance, self-efficacy, mood, flow and task performance. Participants were students from junior high school. Both studies reported significant, positive contributions of the tutorials to task relevance, self-efficacy, mood and flow. Both studies also found significant and substantial effects on task performance. A learning gain of about 30% was achieved in both studies. A retention task, completed only in Study 2, further revealed that the learning effect was stable. More importantly, performance on this task also indicated a significant interaction with tutorial type, favouring the video. The success of the video tutorial is ascribed to its design, which attended to and even incorporated key qualities of paper-based tutorials, while also capitalizing on the strengths of video.
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Eight guidelines for the design of instructional videos for Software Training
Technical Communication, 2013Co-Authors: Hans Van Der Meij, Jan Van Der MeijAbstract:Purpose: Video has become a popular means for delivering "how to" information about a wide variety of Software tasks. With video rapidly becoming a major instructional method, the question arises of their effectiveness for Software Training. This paper provides a set of eight guidelines for the construction of instructional videos for Software Training. Method: The guidelines present a concise view on how to design an instructional video for Software Training. They are based on a considerable body of research on how people process visual and verbal information and how to support these processes. Each guideline is described, illustrated, and supported with research findings from various disciplines. Results: The guidelines were tested in three consecutive empirical studies. In these studies a set of instructional videos for Word's formatting options were designed. The effects of the video instructions were compared with a paper tutorial (Van der Meij & Van der Meij, in preparation). We found that the video instructions yielded more favorable appraisals for motivation, higher skills proficiency immediately after Training, and better skills retention after a one-week delay. Conclusions: The guidelines offer patterns that could further advance the theory and practice of the design of instructional videos for Software Training. A limitation of the study is that we concentrated on instructional video that serve a tutorial function. For video that function as a reference guide not all the guidelines are equally important, and also some new guidelines may be called for.
Munir Mandviwalla - One of the best experts on this subject based on the ideXlab platform.
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An experimental analysis of end‐user Software Training manuals*
Information Systems Journal, 1995Co-Authors: Lorne Olfman, Munir MandviwallaAbstract:. This paper describes two experimental studies that examine the difference between Software Training manuals for new users of a groupware Software package. The manuals differed in terms of their elaboration of procedural, conceptual and usage information. It was expected that manuals with rich conceptual and usage elaborations would produce the best learning outcomes. No significant differences were found in the learning outcomes of subjects with either high or low levels of previous computer experience. The elements that influence the development of instructional manuals are analysed from the perspective of our findings. The paper suggests that examining the underlying relationships between procedural, conceptual and usage information is an important topic for understanding and evaluating design guidelines for instructional manuals. Research into the methods used to communicate this information may provide insight on the usage and development of instructional manuals.
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Conceptual versus procedural Software Training for graphical user interfaces: a longitudinal field experiment
MIS Quarterly, 1994Co-Authors: Lorne Olfman, Munir MandviwallaAbstract:Graphical user interfaces (GUIs) are rapidly becoming ubiquitous in organizations. Most of what we know about Software Training comes from studies of command line interfaces. This paper compares concept-based versus procedure-based content of Training materials. Concept-based materials define the nature and associations of the objects in the interface, while procedure-based materials define how specific tasks are carried out. This comparison was done using a field experiement. Eighty-two volunteers participated in a three-week Windows Training program and completed a follow-up questionnaire seven months later. The results show that the amount learned in such sessions is a function of neither concept-based nor procedure-based Training. GUI Training should provide both kinds of information because trainees need to learn both. In addition, trainers should be aware of an apparent early pateau in learning of the Windows GUI.
Deborah Compeau - One of the best experts on this subject based on the ideXlab platform.
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Self-regulated learning strategies and Software Training
Information & Management, 2008Co-Authors: Jane I. Gravill, Deborah CompeauAbstract:We investigated one aspect of the growing trend towards self-management within organizations by examining the learning processes that individuals use when learning computer Software alone in a web-based Training environment, and found that individuals learn in different ways. Software Training in any context requires individuals to apply self-regulated learning strategies to achieve their learning objectives. Self-regulated learning strategies are the processes that they use to manage their own learning. As self-guided Training gains popularity, self-regulated learning strategies become increasingly important, because the learner typically has more control of their Training. We found that self-regulated learning strategies led to better outcomes in our study of managers and professionals learning to use an ERP system. We also gained insights into the most popular learning strategies. This work enhanced our understanding of user processes when learning computer Software. It should assist organizations in maximizing the return from their investment in Training employees and managing knowledge.
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Self-regulated learning strategies and computer Software Training
2004Co-Authors: Deborah Compeau, Jane I. GravillAbstract:User learning is important to the effective use of information technology within organizations, particularly given the changing nature of IT. Research indicates that self-directed Training is the most common means by which users learn. In addition, the use of Web-based Training within organizations in these self-directed learning situations is increasing. The purpose of this research is to investigate the increasingly popular self-Training phenomenon within organizations by examining the self-regulated learning strategies that individuals use in Web-based Training situations, several key factors that influence the use of these strategies, and how they influence learning outcomes in this context. To do this, a two-phase study was designed. Phase I was comprised of twenty-seven interviews with knowledge-workers from a variety of organizations to understand the strategies they used during their learning experiences and the learning difficulties they encountered. Findings from Phase I supported the notion that self-directed learning remains the most popular form of computer Software Training in the field, and provided initial support for the key themes comprising the research model. Revisions to the model were incorporated based on these findings. Phase II was comprised of a field test of the research model where employees conducted a self-led web-based Software Training session, completed a study questionnaire and two knowledge tests. Results from the study provided support for the research model. Those who devoted effort toward the use of self-regulated learning strategies benefited in terms of higher learning outcomes. Organizations invest a great deal of resources toward Training end users. This research assists organizations in gaining a return from this sizable investment in Training end users, and in managing the organizations' most important resource—knowledge.