Use of real, authentic whole tasks in training has been the focus of current instructional theories and practical educational approaches (Merrill, 2002; Reigeluth, 1999; van Merrienboer & Kirschner, 2001). However, teaching authentic tasks poses challenges because of the complex nature of these tasks and the limited capacity of working memory. To overcome these challenges, van Merrienboer and Paas (1996) proposed the Four Components of Instructional Design (4C/ID) model to teach authentic complex skills without overloading the working memory. The model has four components: learning tasks, supportive information, procedural information, and part-task practice. Basing the 4C/ID model, Kester et al. (2001) suggest that presenting supportive information before and supportive information during the task practice would lead to more effective and efficient instruction than presenting the procedural information before and supportive during the practice tasks. Even though the ‘supportive before, procedural during’ information presentation format has been hypothesized to be superior to the other information presentation formats (i.e., supportive before, procedural before; supportive during, procedural before; supportive during, procedural during), not all empirical studies and findings confirm this particular hypothesis (Kester et al., 2001; Kester, Kirschner, & van Merrienboer, 2004a; Kester, Kirschner, & van Merrienboer, 2006). To explain these conflicting findings, differences in the degree to which learners were allowed or not allowed to review information presented prior to the practice session (learner control) was tested in this study. The purposes of this study were to (a) investigate the effects of the information presentation format on practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, (b) investigate the effects of the learner control on practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, (c) reveal the interaction effects, if there is, between the information presentation format and learner control on the practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, and (d) assess the students’ attitudes toward the instructional modules. To accomplish these purposes, the study used 2x2 (n=4) factorial design to compare the effects of presenting supportive information before procedural information during the practice tasks with learner control (PS_L); presenting supportive information before procedural information during the practice tasks with system control (PS_S); presenting supportive information before procedural information during the practice with learner control (SP_L); and presenting supportive information before procedural information during the practice tasks with system control (SP_S). The dependent variables were practice task scores, post-test, transfer test, mental effort, time-on-task, instructional efficiency, and performance efficiency. The students completed a demographic survey, two modules with practice tasks, post-test, transfer test, and an attitude survey. The learner control group was enabled the students to go back and review supportive information during task practice within the entire course while the system control group were not able to go back to review the procedural information they receive prior to starting the task practice. Overall, ninety-hundred participants from a southern city in the United States are assigned to one of four conditions. The results revealed that students in the PS group performed significantly better on the practice tasks and posttest than students in the SP group; students in the learner control group performed significantly better than students in the system control group on the practice tasks and posttest. Even though no interaction found between the timing of information presentation format and learner control on the dependent variables, the post hoc results showed that presenting procedural information before the practice tasks with learner control led to a greater performance on the practice tasks, posttest, and instructional efficiency. Regarding to the post study learners’ attitude survey, the SP_L group showed more positive attitude toward the instruction than the other groups even though the PS_L group performed significantly better than the other groups. Overall, the study found some evidence that presenting procedural information before practice task was more effective and efficient than presenting supportive information before practice task when given learner control. In cases where it is possible to provide learner control (such as an online self-paced instructions), the findings in this study suggest that instructors use the PS presentation format. Considering the limitations of this study, the findings in this study are not conclusive. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Summer Semester 2017. / July 17, 2017. / cognitive load theory, four components of instructional design, instructional design, just in time model, learner control, timing of information presentation / Includes bibliographical references. / Allan C. Jeong, Professor Directing Dissertation; Gordon Erlebacher, University Representative; Vanessa P. Dennen, Committee Member; James Klein, Committee Member.

Although blogs have been used in online learning environments with optimistic expectations, the distributed nature of blogs can pose some challenges. Currently, we do not have a robust collection of tested blogging strategies to help students interact more effectively with each other when blogs are used as a primary form of engagement in an online class. Prior studies have illuminated the need for effective strategies that will lead to greater active engagement on student blogs. Thus, the purpose of the study was to test an early iteration of an instructional blogging strategy, “Featured Student Profiles,” which is designed to help students become acquainted with each other better and encourage them to visit and comment on each other’s blogs. Eighteen undergraduate students who were enrolled in an online course for pre-service teachers in which student blogs are the primary medium of peer interactions, participated in the study. Using a case study design, seven students participated in interviews and all student blog interactions were analyzed. Thematic analysis was applied to analyze the interview data and identify salient themes of students’ blogging experiences overall under the study strategy. The findings indicated that students took the most direct and efficient path they experienced to complete the blog task. Their peer interaction patterns varied, but several shifted from random to targeted relationships as the semester progressed. Although all students perceived the strategy as a positive approach to peer awareness, there was no clear evidence of its effect on student interactions. This study provides three suggestions that are needed to achieve more effective use of the strategy. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / March 30, 2018. / Includes bibliographical references. / Vanessa P. Dennen, Professor Directing Dissertation; Jonathan Adams, University Representative; James D. Klein, Committee Member; Fengfeng Ke, Committee Member.

The purpose of this study was to investigate the professional interaction and interpersonal communication factors in the management of biomedical instructional development projects which involved the use of electronic media. Reference is made, repeatedly, in instructional development literature to the need to include interpersonal communication skills in the education and training of present and future instructional systems developers. It has been suggested that subject specialist consultation is one of the most vital instructional design skills. However, this skill may not be taught in educational and training programs. Before specific skills can be identified and included in the professional preparation of ISDs, it is necessary to determine what the communication factors are, as well as exactly where and when interpersonal communication conflicts occur within the ISD process. To provide relevancy, these issues need to be linked to actual occurrences in actual settings. This study provides insight into actual roles, relationships and interpersonal communication factors in the context within which they occur. / Graduation date: 1995

Since the early sixties, the armed services of the United States have been moving progressively toward refinement of the teaching/training process for soldiers and civilians employed in the business of national defense. The major military services have all moved to a position whereby they are generally using systematic approaches to training analysis, design, development, implementation, and evaluation. The developed course, a copy of which is included in this dissertation, was pilot tested on a sample of contractor personnel, and the pre- and posttest data were analyzed. This analysis demonstrated that the contractor course as implemented and evaluated was perceived as a significant intervention tool for all contractor personnel developing training materials for the U.S. Army Intelligence Center and School. The course was viewed as significant regardless of the amount of education or previous experience in training development on the part of the contractor. The successful completion of the course culminated in the recommendation that all contractors working for the U.S. Army Intelligence Center and School take such training; that other armed services agencies implement such training, using the results of this study as justification; that colleges and universities develop programs to train private-sector contractors in the function of systematically designed instruction; and that additional studies be conducted to determine the actual dollar savings made possible by having contractor personnel trained prior to actual contract letting.

Instructional Systems Development is a comprehensive method for the analysis, design, development, implementation, and evaluation of training. It was produced for the United States Army in 1975 by Florida State University. Since that time, it has been the Army's goal to develop all of its training using this format. This has become increasingly difficult in the case of the U.S. Army Intelligence Center and School, because more and more of its instruction is being developed by civilian contractors. Contract completion dates must continually be extended while contractors train their personnel in the policies and procedures of Instructional Systems Development. Additionally, these delays then serve to increase contract costs. This study was conducted to ameliorate this performance discrepancy by providing a framework for the development of an Instructional Systems Development course for contractors. Both the analysis and design procedures accomplished in this effort were performed using the methods discussed in the actual Instructional Systems Development process. Thus, an instructional course would be developed through the use of the methods it would be teaching. The analysis portion of the study includes a comprehensive major and subordinate task list. This compilation identifies the twelve major tasks a contractor must perform in order to develop training materials according to the Instructional Systems Development process. These are: (1)Perform behavior analysis. (2)Perform analyses procedures. (3)Select tasks for training. (4)Perform all procedures in developing objectives. (5)Assess existing training materials. (6) Design and develop all tests. (7)Perform all sequencing procedures. (8)Develop job aids. (9)Select delivery methodologies. (10)Develop course procedures and control documents. (11)Write all training materials. (12)Validate all training materials. Each task has been analyzed to determine the skills and knowledges required for its satisfactory performance. Thus, the results of the analysis portion of the study are a complete task listing and a compilation of all required skills and knowledges. The design portion of the study concentrates on the pyramiding of all of these identified skills and knowledges. Pyramiding is a process whereby skills and knowledges are displayed in the hierarchical order in which they must be learned. They also provide valuable data for use in the development of instructional maps, detailing the sequences in which students may progress through the course. The final section of the study involves using the information generated in each pyramid to develop complete performance objectives. These objectives provide the framework around which the actual course is to be developed. The final products of the study are the competency tests constructed for each of the performance objectives. The development of the tests at this point in the process ensures that only the objectives are tested and not any extraneous material that might be included by either a course writer or an instructor. Thus, the parameters for a course for contractors working with the United States Army Intelligence Center and School have been defined. These parameters represent the instructional framework for the construction of an Instructional Systems Development course.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 123-132) and index.

Thesis (Ed. D.)--Illinois State University, 1989. / Title from title page screen, viewed November 1, 2005. Dissertation Committee: Dent M. Rhodes (chair), Franzie L. Loepp, Walter D. Pierce, Henry L. Thomas. Includes bibliographical references (leaves 248-260) and abstract. Also available in print.

Thesis (Ph.D.)--Pennsylvania State University, 2005. / Mode of access: World Wide Web.

This research investigated the effects of embedding knowledge-check questions in temporal locations within video lectures and their impact on students’ perceptions and performance. The students’ perceptions focused on their views on both the video lecture and the knowledge-check questions embedded in temporal locations within the video. These strategic locations are the time intervals between questions. It was hypothesized that when questions are embedded in strategic locations in a longer video, students will score significantly higher in perception and performance scores. This study builds on recent studies on optimal engagement times for video lectures, the use of questions within the lectures, and the use of xAPI analytics to determine video usage patterns. A total of 86 students from six undergraduate classes participated in the study. These classes were randomly assigned to one of three groups. The control group (CG) did not have questions embedded in the video lecture but had practice-test questions after the video lecture. Treatment 1 (T1) and Treatment 2 (T2) had knowledge-check questions embedded in temporal positions within the video at the 2-3 minute and 5-6-minute mark, respectively. There were no significant differences between groups regarding the student perception scores, which included both perceptions on the video lecture and the embedded-knowledge-check questions. There were also no significant differences between the groups with regards to the post-test quiz scores. However, there were significant differences between groups relating to knowledge-check question scores. Furthermore, by running a linear regression, two relationships were discovered 1) between post-test performance scores and time spent engaging with the video lecture, and 2) between knowledge-check scores and time spent engaging with the video lecture. A relationship was not found between perception scores and usage patterns. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / 2019 / November 12, 2019. / eLearning, Embedded Questions, online distance learning, Online learning modules, Video Lectures, xAPI Analytics / Includes bibliographical references. / Vanessa P. Dennen, Professor Directing Dissertation; Motoko Akiba, University Representative; James Klein, Committee Member; Fengfeng Ke, Committee Member.