This study measured adult learners' satisfaction with the new online Master's Degree in Library and Information Science program at the University of Pittsburgh. Student feedback gathered through focus groups is categorized into five themes: (a) general program issues, (b) course issues, (c) communication/interaction issues, (d) on‐campus orientation issues, and (e) technology issues. The feedback is analyzed based on adult learning theory, and ten recommendations for future course development are suggested. Traditional adult learning theory offers valuable guidelines for online course development and teaching. However, interaction, a major theme in the focus groups, is not addressed in traditional adult learning theory.
The literature suggests that personal information management is a serious challenge for many computer users. Online faculty are especially challenged because of the large number of electronic files necessitated by teaching online. Those who have experience in this environment may offer valuable insights regarding information management challenges and practices. Faculty who teach online courses as part of the WISE (Web-based Information Science Education) Consortium responded to a survey that questioned the ways they manage e-mail, computer desktops, web-based information, and learning management systems. The authors concluded that "filter failure" rather than information overload is the key issue in information management. The study concludes with a list of recommendations for faculty to manage their personal information.
The purpose of this study was to evaluate the effectiveness of an internally developed and delivered Leadership Development program conducted at Mellon Financial Services. The 9-month program integrated action learning/action science strategies into 13 modules. Program effectiveness was measured using instruments and statistics that already existed in the organisation-employee satisfaction surveys, annual employee turnover statistics, and regional scorecard results. In addition, the training participants completed midpoint and end-oftraining feedback forms. Results of the evaluation showed that the impact of the training transferred to the participants' job performance through increased job satisfaction, decreased turnover, and improved scorecard statistics.
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