Investigating The Impact of Interaction Design on the Delivery of Online Pharmaceutical Courses: Adapting Online Course Graphic Design for Improved Content Retention

In recent years, the use of online courses has emerged as a way to quickly and easily deliver content to large numbers of trainees. In writing these courses, pharmaceutical course developers often use traditional instructional design models and techniques to design course content for online learning. But is this truly enough? Interaction design principles and practices can also be incorporated to increase the quality of learning by improving learner comprehension and retention. Using pharmaceutical content and learners, this research investigated how interaction design impacts online learning by measuring the effect of applying different graphical user interfaces. The results were surprising, as the data showed no significant improvement in retention rates between graphical treatments. However, the incorporation of graphics did slightly improve overall course satisfaction

Investigating the Impact of Interaction Design

In recent years, the use of online courses has emerged as a way to quickly and easily deliver content to large numbers of trainees. In writing these courses, pharmaceutical course developers often use traditional instructional design models and techniques to design course content for online learning. But is this truly enough? Interaction design principles and practices can also be incorporated to increase the quality of learning by improving learner comprehension and retention. Using pharmaceutical content and learners, this research investigated how interaction design impacts online learning by measuring the effect of applying different graphical user interfaces. The results were surprising, as the data showed no significant improvement in retention rates between graphical treatments. However, the incorporation of graphics did slightly improve overall course satisfaction

Post-Training Support for Learning Technology

To examine the effects of post-training support, we studied the introduction of new gradebook software in a public high school. The school\u27s 108 faculty members received training on the software, and approximately half of the faculty received posttraining support for eight weeks. The study measured the faculty\u27s current computer usage, usage of earlier versions of the software, and their perceived skill levels in using the software. The data suggest that the faculty members who received post-training support maintained and raised their skill levels, while unsupported faculty had their skill levels decline