Using Instructional Features to Enhance Demonstration-Based Training in Management Education

Grossman, Rebecca; Salas, Eduardo; Pavlas, Davin; Rosen, Michael A.

doi:10.5465/amle.2011.0527

Cited by 47 publications

(49 citation statements)

References 83 publications

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“…We found from the literature that low-literate learners remember most from discussions and learn-by-doing exercises, and from using visuals, like pictures, flow diagrams, charts, and videos (Clarke et al, 2006;Grossman et al, 2013;Knowles et al, 2014). Also, the pedagogy experts that we consulted noted that discussions with pastoralists need to take the form of socially structured oral dialogues, metaphors, and storytelling because pastoralists use similar means to transfer knowledge over generations.…”

Section: Resultsmentioning

confidence: 99%

“…This is because such trainings guide the learners to acquire new knowledge by connecting to what the learners know and do at the start of the training, as well as help learners to store the new knowledge in long-term memory to easily retrieve it when they need it (Angelo, 1993;Tannenbaum & Yukl, 1992). Furthermore, learners acquire and store knowledge better if training programs are designed to be learner centered and engaging by incorporating visual, demonstrational, and learning-by-doing exercises (Clarke, Flaherty, & Yankey, 2006;Grossman, Salas, Pavlas, Games, & Rosen, 2013;Knowles, Holton, & Swanson, 2014). Following guiding steps provides in that respect a structure to decide on what to incorporate, who should be trained, and what methods to use to training targeted participants (Salas & CannonBowers, 2001).…”

Section: Designing Training Programsmentioning

confidence: 99%

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Moving Toward New Horizons for Marketing Education

Teklehaimanot

Ingenbleek

Tessema

et al. 2017

Journal of Marketing Education

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In recent years, marketing education has broadened to poor people in developing and emerging countries. In this article, the authors use four empirical studies that apply well-established training design procedures to design a marketing training program for Ethiopian pastoralists. Because pastoralists operate in extremely remote, traditional, and sparsely populated regions of developing and emerging markets, the training complements trainings for the poor applied in urban areas of these countries. As such, the article provides implications for training program designers on how they can adapt the training program procedures to other contexts, thereby making marketing ideas accessible to a large and important new target group for marketing education.

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Section: Resultsmentioning

confidence: 99%

Section: Designing Training Programsmentioning

confidence: 99%

Moving Toward New Horizons for Marketing Education

Teklehaimanot

Ingenbleek

Tessema

et al. 2017

Journal of Marketing Education

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“…One framework used to accomplish this is demonstration-based training (DBT). DBT is a design approach in which a dynamic example of performance is complemented with instructional features (Grossman et al 2013;Rosen et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij

2016

Instr Sci

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This study investigates the design and effectiveness of a video tutorial for software training. In accordance with demonstration-based training, the tutorial consisted of a series of task demonstrations, with instructional features added to enhance learning. An experiment is reported in which a demonstration-only control condition was compared with a demonstration-with-review condition. The review videos provided a recap to support retention of the procedure. Strict viewing conditions were imposed during training. Both learning and motivation were assessed. Participants were 55 students from primary and secondary schools in Germany. The outcomes showed that both tutorials significantly contributed to development of procedural knowledge and to motivation, and that the review tutorial surpassed the control. The discussion addresses the role of user control. In addition, with the effectiveness of reviews apparently becoming better established, the need arises for measures that can reveal the effects of reviews on observational learning processes.

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“…Connected to these processes are instructional features that, according to demonstration-based training (DBT), are necessary to increase learning (Grossman et al 2013;Rosen et al 2010). The instructional features in the model also connect to multimedia learning theory (see Mayer 2014) with its important insights on (limitations of) cognitive processing and large set of empirically tested principles for instructional design.…”

Section: Instrucɵonal Features Outcomesmentioning

confidence: 99%

“…Specifically, a theoretical model was proposed consisting of a combination of demonstration-based training (DBT) (Grossman et al 2013) and multimedia learning theory (e.g., Mayer 2014). Subsequently, a video tutorial for software training was designed in accordance to the model and three experiments were conducted to test the effectiveness of including complementary review videos (henceforth reviews) for enhancing learning (Brar and van der Meij 2017;van der Meij and van der Meij 2016a, b).…”

Section: Introductionmentioning

confidence: 99%

Supporting motivation, task performance and retention in video tutorials for software training

Meij

Voerman

et al. 2017

Education Tech Research Dev

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Video tutorials for software training are becoming more and more popular, but their construction and effectiveness is understudied. This paper presents a theoretical model that combines demonstration-based training (DBT) and multimedia learning theory as a framework for design. The study investigated the effects of video tutorials on motivation, task accomplishment and learning with special attention being paid to the role of reviews. Three tutorials were compared: preview and demonstration (control condition), preview and demonstration and review (review condition) and preview and demonstration and 2nd demonstration (2-demo condition). Participants were 65 students from the upper grades of elementary school. Participant logs revealed a significant decrease in coverage for video types following the preview. All tutorials significantly raised self-efficacy and procedural knowledge (i.e., task performances during training, immediate and delayed post-test), but no effects of condition were found. The discussion addresses issues concerning the design of the tutorials (overlap between video types) and usage conditions (blocked video access during training tests) that may have negatively affected coverage and the effectiveness of the reviews. A limitation of the study is that no process data were

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Using Instructional Features to Enhance Demonstration-Based Training in Management Education

Cited by 47 publications

References 83 publications

Moving Toward New Horizons for Marketing Education

Moving Toward New Horizons for Marketing Education

Demonstration-based training (DBT) in the design of a video tutorial for software training

Supporting motivation, task performance and retention in video tutorials for software training

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