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ERIC Number: ED534524
Record Type: Non-Journal
Publication Date: 2011
Pages: 175
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1249-7159-9
Designing Electronic Performance Support Systems: Models and Instructional Strategies Employed
Nekvinda, Christopher D.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this qualitative study was to determine whether instructional designers and performance technologists utilize instructional design models when designing and developing electronic performance support systems (EPSS). The study also explored if these same designers were utilizing instructional strategies within their EPSS to support end-user performance. The need for the study was driven by the lack of research in the overlap of the fields of instructional design and EPSS design. Seven participants were selected from the fields of instructional design and performance technology that had practical experience in EPSS design and development, as well as instructional design. The research design followed a multi-site case study with descriptive coding method adopted for the data analysis. Data collection was completed during a three-phase collection process. Participants completed an initial online qualification survey and subsequent in-depth telephone interview; from which their experience, expertise and data on their practical EPSS projects were captured. Transcriptions of the in-depth interviews were provided to the participants for their review and offered an opportunity for participants to provide additional information or clarification. The qualitative study provided evidence that designers are not consistently using instructional design models to design EPSS, but they are utilizing various instructional strategies. The study determined that the level of participant expertise played a significant role in their approaches to design and development. Experts with greater than 10 years of EPSS experience focused on improving individual performance, while Generalist designers with broad training backgrounds focused their EPSS design as a way to disseminate training. In addition to the expertise factor, the study determined that there is no clear and accepted definition of the term EPSS offering insight as to why designers were not utilizing design models. Evidence suggests that both Expert and Generalist designers do utilize instructional strategies with their design, but to different degrees and levels of complexity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A