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首页> 外文学位 >Corporate training: Strategies adults use to learn from self -paced, technology-based instruction.
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Corporate training: Strategies adults use to learn from self -paced, technology-based instruction.

机译：企业培训：成年人用来从基于技术的自定进度的教学中学习的策略。

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摘要

This was an exploratory, qualitative research study that investigated how adults, in corporations, learned from self-paced, technology-based instruction. The goal of this investigation was to identify strategies instructional designers can use, when designing self-paced, technology-based corporate training, to help adults construct their own knowledge.;The research methodology was a series of qualitative interviews with volunteers from three different international, "high-tech" corporations. Three volunteers participated in the pilot study; seven volunteers participated in the full study. Participants selected and took self-paced, technology-based courses, offered by their corporation, which were relevant to their current or near-future employment responsibilities. Two participants took a course delivered from a CDROM and the other five participants took courses delivered from either the Internet or a secure intranet.;Results indicated knowledge construction began with metacognition, as participants assessed their understanding and focused on topics that confused them. Participants resolved their confusion by reflecting on three time-frames: the past and their prior experiences, the present and how the new information applied to their current job responsibilities, and the future and how the course content might apply to new responsibilities.;Results also indicated that participants constructed knowledge using a variety of different strategies: 11 metacognition strategies, 11 reflection strategies, 10 prior experience strategies, six conversation strategies, and six authentic experience strategies. Participants also identified 15 course features that either facilitated or inhibited their knowledge construction. Six of those features were generative learning strategies and nine were not.;This research indicates that knowledge construction for adults taking self-paced, technology-based corporate training starts with and is sustained by metacognition. It also indicates that learners control and construct their knowledge and they do it to meet their needs, based on their prior experiences, their current responsibilities, and their expectations of future responsibilities. Thus, instructional designers of self-paced, technology-based corporate training must evaluate all of their designs and instructional strategies in terms of how well they facilitate and support metacognition. They must also design self-paced, technology-based corporate training such that it is easy for learners to manipulate it and personalize the content. That is, they must accept that whatever they design, learners will inevitably change it and that is exactly what learners are supposed to do.
机译：这是一项探索性，定性研究，调查了企业中的成年人如何从以技术为基础的自定进度的教学中学习。这项调查的目的是确定教学设计师在设计基于技术的自定进度的企业培训时可以使用的策略，以帮助成年人建立自己的知识。研究方法是对来自三个不同国家的志愿者进行的一系列定性访谈。 ，“高科技”公司。三名志愿者参加了试验研究。七名志愿者参加了整个研究。参加者选择并参加了由其公司提供的与他们当前或近期就业职责相关的自定进度的基于技术的课程。两名参与者参加了CDROM上的课程，而其他五名参与者参加了从Internet或安全的Intranet上的课程。结果表明，知识构建始于元认知，因为参与者评估了自己的理解并专注于使他们困惑的主题。参与者通过思考三个时间范围来解决他们的困惑：过去和他们以前的经历，现在以及新信息如何应用于他们当前的工作职责，未来以及课程内容如何应用于新职责。指出参与者使用各种不同的策略来构建知识：11个元认知策略，11个反思策略，10个先前的体验策略，六个对话策略和六个真实的体验策略。参与者还确定了有助于或抑制其知识构造的15个课程特征。这些特征中的六个是生成性学习策略，而九个不是。；这项研究表明，接受以自定进度的，基于技术的公司培训的成年人的知识建设始于元认知，并由元认知所维持。它还表明学习者控制和构建他们的知识，并且根据他们以前的经验，当前的职责以及对未来职责的期望，来满足他们的需求。因此，自定进度的，基于技术的公司培训的教学设计人员必须根据他们促进和支持元认知的程度来评估其所有设计和教学策略。他们还必须设计基于技术的自定进度的企业培训，以便学习者可以轻松地对其进行操作和使其内容个性化。也就是说，他们必须接受，无论他们设计什么，学习者都将不可避免地改变它，而这正是学习者应该做的。

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  • 作者

    Dobrovolny, Jacqueline Lea.;

  • 作者单位

    University of Colorado at Denver.;

  • 授予单位 University of Colorado at Denver.;
  • 学科 Education Business.;Education Adult and Continuing.;Psychology Industrial.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 335 p.
  • 总页数 335
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 石油、天然气工业;
  • 关键词

  • 入库时间 2022-08-17 11:46:52

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