Christina K. Curnow

Perceptions and effects of image transmissions during internet‐based training

Abstract This article reports on a study that examined the influence of a students visual access to the instructor during Internet‐based audiographics training. A four‐day factual course on information operations was taught through lecture and slides over the Internet to n = 110 students situated at seven remote sites. The availability of instructor video was manipulated. For two instructional modules, the transmission of the instructor video was disabled for half of the students while the other half could view the instructor; this procedure was reversed for two other modules. The results showed that increasing the video capability of an Internet‐based course does not necessarily improve the learning of factual information.

A Selective Review of Leadership Studies in the U.S. Army

This article provides an overview of Army leadership studies and highlights past, current, and future directions for military leadership studies within the U.S. Army. We discuss research on the conceptualization and measurement of military leadership, as well as leader development and situational leadership. Specifically, we note that the Armys conceptualization of leadership has evolved from job-analytic approaches toward competency-based approaches; that measurement of leadership has shifted from cognitive factors to interpersonal competencies; that leader development has focused on preparing leaders for the full spectrum of operations; and that focus on contextual factors has led to increased research in situational leadership.

Knowledge Retention as a Latent Outcome Measure in Distance Learning

Abstract Two experiments investigated the retention of knowledge as a latent measure of learning outcome. Based on an analysis of previous classroom studies, a prediction of a 15% relative loss of knowledge that had been gained during original learning was made for two video teletraining courses, one concerning air traffic control and the other battle staff duties. A total sample of n = 90 participated in the distance learning versions of either of the two courses; a total sample of n = 137 participated in a comparable residence classroom version of either course. Retesting of the same content was conducted ten, twenty, or forty weeks after completion of the course. Results demonstrated knowledge losses of between 14% and 16%, in line with predictions. The merits of knowledge retention as a construct for examining initial evidence of learning is discussed, especially for training related to the safety of others.