An instructional website was developed as an electronic performance support system (EPSS) to determine whether faculty would use and learn from such a resource. This website summarized pedagogical information about online instruction that users could access 24 hours a day, seven days a week. In Phase I of the study, five college professors with experience teaching online courses evaluated the usability of the website and made suggestions on how it could be improved. Revisions were made to the website to enhance clarity and comprehension in preparation for Phase II of the study. In Phase II, 35 college instructors agreed to use the website to learn about pedagogical information related to teaching online courses. Only two people visited at least 75% of the web pages, limiting the conclusions that could be drawn. Two conclusions, however, seem warranted. First, an EPSS is not the most effective way to deliver non-mandatory faculty education because the primary goal of an EPSS is to enhance performance in a business setting rather than to facilitate learning in the academic setting. Second, any type of faculty development program must be developed from the learner's perspective and include interaction between the participants.IV. A. 4 a. Programmed Instruction, the Use of aBuilt-Ina Reinforcement Skinnera#39;s programmed instruction was an application of his view on learning to the classroom (Shrock, 1995). Specifically, programmed instruction involved: clearly anbsp;...
|Title||:||The Efficacy of an Electronic Performance Support System as a Training Tool for Online Faculty|
|Author||:||Jeffrey Lynn Platt|
|Publisher||:||ProQuest - 2008|