Training teachers in computer‐based management information systems

North, Reg; Strain, D. M.; Abbott, Lesley

doi:10.1046/j.1365-2729.2000.00113.x

Cited by 20 publications

(17 citation statements)

References 4 publications

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“…The North et al (2000) study hints at an interesting finding regarding this time to completion. A post hoc analysis indicated that learners with prior IT skills completed the course in 168 minutes, but those without such skills took 199 minutes.…”

Section: Efficiencymentioning

confidence: 81%

“…In addition, while Kulik and Kulik (1991) claimed an overall reduction in time for computer over instructor-delivery of 30%, a more detailed examination of the findings indicates that for adult classes there may not have been any reduction in time (see Table 4, p. 87). Supporting this, North et al (2000) reported that teachers took an average of 186 minutes to complete a CD-ROM delivered course, as compared to the expected time of 180 minutes for the classroom version.…”

Section: Efficiencymentioning

confidence: 92%

“…Baker (1992) found that a computer tutorial given to truck and bus drivers helped improve their test performance on a federally mandated exam, and improved their reading levels. North et al (2000) found that teachers were able to effectively complete training-related exercises after completing a class delivered primarily via CD-ROM.…”

Section: Effectivenessmentioning

confidence: 99%

See 2 more Smart Citations

E‐learning: emerging uses, empirical results and future directions

Welsh

Wanberg

Brown

et al. 2003

Int J Training Development

555

406

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The use of network technology to deliver training is the latest trend in the training and development industry and has been heralded as the ‘e‐learning revolution.’ In an effort to separate hype from reality, this paper reviews practitioner and research literature on e‐learning, incorporating unpublished information from interviews with managers and consultants directly involved in e‐learning initiatives. Specific attention is given to why organizations use e‐learning, what the potential drawbacks to e‐learning are, what we know from research about e‐learning and what the future of e‐learning may hold.

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Section: Efficiencymentioning

confidence: 81%

Section: Efficiencymentioning

confidence: 92%

See 1 more Smart Citation

E‐learning: emerging uses, empirical results and future directions

Welsh

Wanberg

Brown

et al. 2003

Int J Training Development

555

406

View full text Add to dashboard Cite

show abstract

“…However it has been shown that teachers who act as mentors for students in school placements may not have the necessary competence or experience to offer practical support regarding ICT (Dunn & Ridgway, 1994; Easdown, 1994; Bell & Coultas, 1995; Summers & Easdown, 1996; Bell & Biott, 1997). In an effort to investigate and remedy this, research has been conducted into the issue of teachers' attitudes and use of ICT, either through schemes like the ‘Multimedia Portables for Teachers’ pilot project (Phillips et al ., 1999) or in the context of training teachers how to use management information systems for administration (North et al ., 2000), or finally, like the study reported here, as a survey of current practice and attitudes (Williams et al ., 2000).…”

Section: Introductionmentioning

confidence: 76%

Students' perceptions of ICT‐related support in teaching placements

Galanouli¹,

McNair²

2001

Computer Assisted Learning

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Recent research has shown that students' use of information and communications technology (ICT) on teaching practice is necessary for effective future use of ICT in the classroom. However, this paper reports that there are a number of factors affecting the use of ICT by student‐teachers in their school placements. All 110 student‐teachers attending one university's eight Postgraduate Certificate in Education (PGCE) courses completed a questionnaire on their attitudes to ICT in learning and teaching and their initial experiences of the application of ICT in schools. In‐depth interviews with the student‐teachers, as well as univer‐sity tutors and teachers, revealed a range of issues that reflected how student‐teachers perceive their school‐based ICT training and what they think could improve their experiences. Recommendations are offered for the improvement of the ICT school experiences for student‐teachers until teacher training is completed and improved ICT infrastructure is in place in schools. The overriding conclusion is that schools must be supported and resourced properly, and teachers must have effective ICT training, before improvements in school‐based ICT development for student‐teachers can be achieved.

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“…Specifically, technical difficulties increase trainees' frustration (North, Strain, & Abbott, 2000) and have a negative effect on their satisfaction with the instructional experience (Wentling, Park, & Pieper, 2007).…”

Section: Technical Difficultiesmentioning

confidence: 99%

The effects of technical difficulties on learning and attrition during online training.

Sitzmann¹,

Ely²,

Bell³

et al. 2010

Journal of Experimental Psychology: Applied

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Although online instruction has many potential benefits, technical difficulties are one drawback to the increased use of this medium. A repeated measures design was used to examine the effect that technical difficulties have on learning and attrition from voluntary online training. Adult learners (N = 530) were recruited online and volunteered to participate in a four-hour training program on using computer spreadsheets. Technical difficulties were inserted in some of the training modules in the form of error messages. Using multilevel modeling, the results indicated that the presence of these technical difficulties impaired learning, such that test scores were lower in modules where trainees encountered technical difficulties than in modules where they did not encounter technical difficulties. Furthermore, the effect on learning was greater among trainees who eventually withdrew from the course than among trainees who completed the course. With regards to attrition, pretraining motivation provided a buffer against dropping out, especially when trainees encountered technical difficulties. Learning also predicted attrition from the subsequent module, such that attrition was higher among trainees with low test scores in the previous module. The current study disentangles some of the implications of technical difficulties and suggests that organizations should provide trainees with the technical support required to overcome technical difficulties in training. Furthermore, the findings contribute to our theoretical understanding of the implications of interruptions on performance in online training. Although online instruction has many potential benefits, technical difficulties are one drawback to the increased use of this medium. A repeated measures design was used to examine the effect that technical difficulties have on learning and attrition from voluntary online training. Adult learners (N = 530) were recruited online and volunteered to participate in a four-hour training program on using computer spreadsheets. Technical difficulties were inserted in some of the training modules in the form of error messages. Using multilevel modeling, the results indicated that the presence of these technical difficulties impaired learning, such that test scores were lower in modules where trainees encountered technical difficulties than in modules where they did not encounter technical difficulties. Furthermore, the effect on learning was greater among trainees who eventually withdrew from the course than among trainees who completed the course. With regards to attrition, pretraining motivation provided a buffer against dropping out, especially when trainees encountered technical difficulties. Learning also predicted attrition from the subsequent module, such that attrition was higher among trainees with low test scores in the previous module. The current study disentangles some of the implications of technical difficulties and suggests that organizations should provide trainees with the technical support required to ...

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Training teachers in computer‐based management information systems

Cited by 20 publications

References 4 publications

E‐learning: emerging uses, empirical results and future directions

E‐learning: emerging uses, empirical results and future directions

Students' perceptions of ICT‐related support in teaching placements

The effects of technical difficulties on learning and attrition during online training.

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