Comparing traditional and integrative learning methods in organizational training programs.

Abstract

Previous research and anecdotal reports have suggested that when certain teaching approaches are used, students not only learn more but also experience greater satisfaction with the training process. This study examined the effects of integrative-learning-based (IL) training in relation to lecture-based training. Employees enrolled in a 3-day manufacturing resource planning training course were randomly assigned to either IL or traditional training. Subjects reacted more favorably to IL-based training. Trained subjects performed significantly better than those in a no-treatment control group, but no differences were noted between training interventions.

Organizational change and outdoor management education

“…Several studies have raised serious questions about the necessity of positive reactions as a prerequisite for learning (Alliger & Janak, 1989;Bretz & Thompsett, 1992;Mathieu, Martineau, & Tannenbaum, 1993), therefore, the present study makes no such assumption. Reactions are measured simply as a part of the overall training evaluation and in order to address the first hypothesis above.…”

Design, Delivery, and Evaluation of Training Systems

“…Therefore, researchers continue to address how best to present targeted information to trainees, based on a number of factors (e.g., organizational resources, who is being trained, what needs to be trained). The goal of current research is to develop and test cost-effective, content-valid, easy-to-use, engaging, and technologybased methods of training (e.g., Bretz and Thompsett 1992;Baker et al 1993;Steele-Johnson and Hyde, 1997).…”

The Application of the PBL Teaching Mode in the Rehabilitation Nursing of Undergraduate Education

“…(1) Examination: when the course ended, the teacher made test papers, including theoretical knowledge assessment in form of closed book and clinical operation skills assessment, the question form of the theoretical knowledge assessment constituted five types, noun explanation, blank filling question, single choice question, short answer question and case analysis, covering all the knowledge points of the syllabus; the contents of the clinical operation skills assessment constituted rehabilitation nursing common techniques, like endurance training, body shift training, walking training and so on. The students were examined according to operating requirements and processes strictly, two students cooperated, one simulated the patient, the other operated technical operation on him/her, and they were required to express operation points during the process in oral form.…”

“…In the past, the lecture-based learning (LBL) advocated that teachers teach knowledge and students listen passively, the class model is too mechanized, causing the lack of initiative of students, so cultivating the self-learning ability of students became the primary goal of contemporary medical education [1].Therefore, the Problem-Based learning (PBL) came into being, and was widely accepted and applied [2]. PBL was first put forward by an American psychiatric professor, Barrow, in the early year of 1996.…”