Robert A. Wisher

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 Question-Collaboration Approach to Web-Based Learning

A Web-based tool that allows students to generate multiple-choice questions in a collaborative, distributed setting was evaluated through several comparisons. Students first completed a Web-based tutorial on writing effective multiple-choice questions and then authored questions on a given topic. Next, using the Web-based tool, groups of students reviewed and critiqued questions written by others within their group on the same topic. Based on these critiques, students were permitted to modify their original questions. They then were tested on questions prepared by other groups, either on the same or on other topics. Students who collaborated within a topic scored approximately 7% higher on the test within that topic than students who either collaborated on other topics or did not use the collaboration tool. Of the 336 questions developed, 77% were considered acceptable by instructors, indicating that the questions could be repurposed for inclusion in future tests. A majority of the critiques were constructive, indicating that the collaborative process was supportive of learning.

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.