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ERIC Number: EJ921199
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0898-5952
Measuring Active Learning to Predict Course Quality
Taylor, John E.; Ku, Heng-Yu
Performance Improvement Quarterly, v24 n1 p31-48 2011
This study investigated whether active learning within computer-based training courses can be measured and whether it serves as a predictor of learner-perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data. Twenty sample courses were subdivided into 1,884 time-based instructional events and categorized by eight design principles for learner engagement: attend, organize, recall, practice, interact, apply, explore, and absorb. This analysis produces a quantitative pattern for the cognitive activity a course encourages within the learner, summarized as the active learning index. A regression model, with the active learning index as a predictor variable for learner-perceived course quality, resulted in a correlation coefficient of 0.83 (r[superscript 2] = 0.69) and a "p"-value less than 0.0001. These results suggest a framework for quantifying the active learning components in computer-based training courses and guiding the work of instructional designers toward higher-quality courses. (Contains 2 figures and 2 tables.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/117865970/home
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A