| Type of Document |
Dissertation |
| Author |
Hollandsworth, Randall Jackson
|
| Author's Email Address |
rholland@vt.edu |
| URN |
etd-04272005-143701 |
| Title |
The Theoretical and Practical Considerations for Effective Design, Development,and Evaluation of an Asynchronous Review Module on Interpersonal Communications
|
| Degree |
PhD |
| Department |
Instructional Technology |
| Advisory Committee |
| Advisor Name |
Title |
| Lockee, Barbara B. |
Committee Chair |
| Burton, John K. |
Committee Member |
| Eschenmann, Konrad Kurt |
Committee Member |
| Wildman, Terry M. |
Committee Member |
| Wilkinson, Thomas W. |
Committee Member |
|
| Keywords |
- instructional evaluation
- leadership development
- online role-plays
- scenario-based learning
- simulations
- elearning
- online learning
- interpersonal communications
|
| Date of Defense |
2005-04-18 |
| Availability |
unrestricted |
Abstract
This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaire’s’ (1977) use of computer-assisted judging and feedback; Schroeder’s (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamson’s (1993) Guided Social Simulation Model; and Holsbrink-Engel’s (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer.
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| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
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| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
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Rev2dissHollandsworth.pdf |
1.95 Mb |
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00:04:39 |
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