Abstract

The purpose of this study was to evaluate two versions of a programmed instruction training program designed to teach undergraduate college students a goal-directed systems approach to analyzing organizational systems (Malott & Garcia, 1987). The first version was a paper-based programmed instruction module that had previously been shown to be effective at training the basic knowledge of the concepts, however was ineffective at training the application of these concepts. A computer-based programmed instruction (CBPI) version was created to improve the application of these concepts, which was tested through a series of three open-ended posttests with increasingly explicit prompts for each successive test. The results of the study showed higher performance results for the CBPI versions across all three dependent variables. The results of a nonparametric global test showed a standardized effect size of .86 and a p-value of <.001.

Abstract

At the end of the first decade of the 21st century, the rapid growth in the MOOC offering brought about a new educational landscape, posing new challenges to teaching and learning, mainly due to massive participation, ubiquity and free enrollment. These courses embody a confluence of technological and pedagogical mediations yet to be fully explored. This study, applying an instrument of educational and interactive indicators on a MOOC (INdiMOOC-EdI) designed by the authors, seeks to ascertain the pedagogical components of MOOCs delivered in the Spanish language in order to establish which course features are platform dependent. An exploratory sequential mixed methods study was carried out on a total of 117 courses within 10 different platforms via an instrument developed and validated ad hoc. The data obtained is subjected to a content analysis for a qualitative perspective; while a quantitative perspective is obtained through a statistical analysis complemented with classification algorithms typical in data mining. The results suggest that the different platform providers condition the pedagogical design of the MOOC in five key areas: learning, activities and tasks, means and resources, interactivity and assessment. It concludes with a series of descriptive, educational and interactive indicators that can be a pedagogical benchmark for future MOOCs.

Abstract

For the potential safety benefits of driving automation systems to be fully realized, drivers must understand the capabilities and limitations of these systems. This study explored a range of materials that drivers may access when trying to learn about driving automation system safety features: owner’s manual only, owner’s manual and OEM website video or animation, and owner’s manual and MyCarDoesWhat.org videos. Three vehicles, a 2015 Infiniti Q50, a 2016 Honda CR-V, and a 2015 Chevy Tahoe, were selected to represent a range of vehicle types, sizes, technologies, and price points. Each training condition was tested with each vehicle for a total of nine possible testing scenarios. Thirty-six participants were recruited for the study, with an equal number of males and females from two age groups, 25–39 and 40–54 years old. Participants were balanced across the nine possible testing scenarios. A two-part study was conducted to assess participants’ ability to learn from existing training materials and to determine how well participants were able to retain what they learned. When taking into consideration participants’ self-reported learning styles, average scores across all technologies were fairly comparable across style, and participants were able gain at least a rudimentary understanding of the operation and purposes of driving automation system technologies. However, participants were less sure of the specifics associated with the technologies (i.e., activation, alerts or warnings, and appropriate use). Those in the multimedia testing conditions reported feeling more familiar with the technologies than those in the owner’s manual only condition. Participants found the videos to be an entertaining and easier-to-understand alternative to the manual. Several indicated that they would refer to the video first to see how the technology worked and then refer to the manual to gain a more in-depth understanding. Videos with sound and additional details were preferred to the simpler animations.