Doris Lee

‘It’s only a phase’: examining trust, identification and mentoring functions received across the mentoring phases

Kram has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. However, the influence of these mentoring phases on the dynamics and functions of mentoring has received little research attention. This quantitative field study examined the effect of mentoring phases on protégés’ perception of trust and identification with their mentors and mentoring functions received using data from 88 working professionals from industry and education. Results of MANCOVA indicated that protégés in the redefinition phase reported higher levels of psychosocial support than other protégés, and protégés in the separation phase reported lower levels of career development and role modeling than other protégés. No significant differences across the mentoring phases were found for trust and identification among protégés towards their mentors; however, protégés from education reported lower levels of identification with their mentors than those from industry.

Critical issues of m-learning: design models, adoption processes, and future trends

E-learning can be broadly defined as content designed for access through electronic communication, such as the Internet, intranets, digital versatile discs, and synchronous and asynchronous modules. M-learning carries the idea of e-learning a step further by adapting its content to handheld devices such as iPods (a digital audio and storage device from Apple Corporation), personal digital assistants, and smartphones. The main objective of m-learning is to provide the learner the ability to assimilate learning anywhere and at any time. The purpose of this article is to establish the state of m-learning in the corporate and education environments, the devices appropriate to m-learning, the advantages and disadvantages associated with m-learning, and the possible future direction of m-learning. Specifically, using the integrative literature review protocol, this article will cover, discuss, and address critical issues of m-learning including definitions, design models, caveats, adoption processes, and future trends.

The Effects of Recognition and Recall Study Tasks with Feedback in a Computer-based Vocabulary Lesson

Should computer-based study tasks use multiple-choice or constructed-response question format? It was hypothesized that a constructucted-response study task (CR) with feedback would be superior to multiple-choice study tasks that allowed either single or multiple tries (STF and MTF). Two additional recognition study task treatments were included that required an overt constructed response after feedback (STF+OR and MTF+OR) in order to control for possible confounding caused by response form mismatch between the recognition study task and recall posttest. Graduate students (N=133) were randomly assigned to one of the five computer-delivered treatments. Relative to STF, posttest effect sizes were: STF <MTF (0.12)<CC (0.62). As hypothesized, CR scores were larger than MTF and STF scores, although the difference was not significant. An overt response had a much stronger effect than expected. The theoretical and practical implications of these results are discussed.

Web‐based Learning in Corporations: who is using it and why, who is not and why not?

Abstract Web‐based learning (WBL) is synonymous with on‐line learning, and is defined as learning that is delivered wholly or in part via the Internet or an Intranet. This paper first covers the advantages and concerns of using WBL in the corporate environment. It then examines the acceptance of WBL in American corporations, revealing who is using it and why, and who is not using it and why not. Finally, this paper discusses issues, challenges, and opportunities presented by WBL to corporations, the instructional designers and researchers.

The effect of multimedia instruction for Chinese learning

In Taiwan, lectures are commonly used for younger students to learn their own language, which is traditional Chinese. Passively listening to lectures has led to this group of students making such mistakes as forgetting strokes and word meanings, combining phrases to create incomprehensible blurs of information, and switching radicals with phonetic characters. Thus, the rationale of this study is that better and longer lasting Chinese learning results will occur when a combination of well‐designed texts, audio, graphics, animation, and hands‐on practice are employed. A multimedia system with computer‐based courseware in combination with added, assistive technologies including sound equipment, digital boards, and pens was developed based on this rationale. This study used a treatment group who used the system and a comparison group who received lectures. The subjects were 41 second graders in a southern city in Taiwan and all of them received the same pretest, immediate posttest, and the delayed posttest. Even though some of the differences between the two groups did not reach statistical significance, the results revealed that the treatment group consistently performed better than the comparison group in almost all the areas of competencies in both posttests.

Evaluating guided reflection: a US case study

This study examines the effects of guided reflection on thelearners’ ability to recall, explain and apply newly acquired principles of instructional design and to investigate their attitude toward the reflection. The results of the regression analysis revealed that the guided reflection had no significant impact on the learners’ posttest performance. Despite these results, eighty-three percent of the learners perceived a positive impact from the reflections on their ability to recall, understand and apply the covered principles. Continued research is needed to measure the presence and complexity of reflective thinking on learning principles of instructional design.

Using an Architectural Metaphor for Information Design in Hypertext

ABSTRACT This paper uses Frank Lloyd Wrights (1867‐1959) organic architecture as a metaphor to define the relationship between a part and the whole, whether the focus is on a building and its surroundings or information delivered via hypertext. It reviews and discusses effective strategies for designing text information via hypertext and incorporates three levels of information design: the foundation, the room, and the roof level. In the foundation level, the nature of hypertext and issues concerning the use of hypertext as an appropriate information delivery technology are presented. In the room level, specifics on effective typography and content design that enhance information processing and comprehension are reviewed. In the roof level, the learners experience performing a task and his or her identified information needs are discussed. Finally, recommendations for future research are provided

The Effect of Using a Hypermedia Learning Model for a CBI Design Course

This paper chronicles the effect of using a hypermedia learning (HL) model for graduate students to learn about hypermedia authoring for the creation of computer-based instruction (CBI). The stagebased, learner-centered HL model details how students feel and act in each of the five sequential stages: dependent; interested; involved; engaged; and independent. It also specifies the expected learning outcomes of students and the role of the instructor at each stage. A qualitative research approach was employed, including the use of a follow-up telephone interview and an open-ended written questionnaire, to examine the effect of the model. The findings revealed that through the execution of the HL model, the graduate students reached independence in CBI design by using the selected hypermedia authoring tool, ToolBook.