A Multilevel Analysis of the Effect of Prompting Self-Regulation in Technology-Delivered Instruction

We used a within-subjects design and multilevel modeling in two studies to examine the effect of prompting self-regulation, an intervention designed to improve learning from technology-delivered instruction. The results of two studies indicate trainees who were prompted to self-regulate gradually improved their knowledge and performance over time, relative to the control condition. In addition, Study 2 demonstrated that trainees’ cognitive ability and self-efficacy moderated the effect of the prompts. Prompting self-regulation resulted in stronger learning gains over time for trainees with higher ability or higher self-efficacy. Overall, the two studies demonstrate that prompting self-regulation had a gradual, positive effect on learning, and the strength of the effect increased as trainees progressed through training. The results are consistent with theory suggesting self-regulation is a cyclical process that has a gradual effect on learning and highlight the importance of using a within-subjects design in self-regulation. research

Older Adults and Technology-Based Instruction: Optimizing Learning Outcomes and Transfer

The purpose of this paper is to provide an overview of the cognitive and socio-emotional changes associated with aging and to propose ways in which these changes can be accommodated in a technology-based training environment. We recommend that technology-based training for older adults should: 1) be highly structured, 2) provide feedback and adaptive guidance, 3) include meta-cognitive prompts, 4) incorporate principles derived from cognitive load theory and cognitive theory of multimedia learning, and 5) include a user interface that is simple and consistent throughout the course. With a focus on organizations as well as business schools, we then discuss contextual variables that are expected to enhance older learners\u27 training motivation or improve their transfer of training. Finally, we will recommend areas worthy of exploration that might reveal age-specific differences in TBI design

Cognitive Prompts Fail to Moderate the Impact of Stereotype Threat on Older Adults’ Training Performance

Using a sample of 131 adults aged 55 to 70 years, researchers employed a 2 x 2 between-subject design to investigate whether cognitive prompts would counteract the negative effect of stereotype threat on older adults’ training outcomes. As hypothesized, stereotype threat negatively affected training outcomes. Contrary to expectations, cognitive prompts also negatively affected training outcomes, worsening the negative impact of stereotype threat. Results are discussed within the framework of cognitive load theory

Developing and Managing I-O Online: What’s Behind the Virtual Classroom?

In recent years there has been an increase in the number of courses and degree programs offered online. This is particularly true in the field of industrial and organizational psychology, wherein many students are working professionals who, while unable to leave their jobs, are seeking convenient ways to supplement their experience with the necessary education. Despite this surge in student interest, many educators lack explicit training in making the transition to online education. Here, a variety of individuals experienced in various aspects of developing online I-O degree programs—both undergraduate and graduate—discuss best practices for such a program as well as discuss its pedagogical challenges. In attempts to guide other institutions developing similar programs in the future, these individuals discuss what has (and has not) worked as they have supplemented their institutions’ traditional on-campus I-O programs with online equivalents

100 Years of Training and Development Research: What We Know and Where We Should Go

Training and development research has a long tradition within applied psychology dating back to the early 1900’s. Over the years, not only has interest in the topic grown but there have been dramatic changes in both the science and practice of training and development. In the current article, we examine the evolution of training and development research using articles published in the Journal of Applied Psychology (JAP) as a primary lens to analyze what we have learned and to identify where future research is needed. We begin by reviewing the timeline of training and development research in JAP from 1918 to the present in order to elucidate the critical trends and advances that define each decade. These trends include the emergence of more theory-driven training research, greater consideration of the role of the trainee and training context, examination of learning that occurs outside the classroom, and understanding training’s impact across different levels of analysis. We then examine in greater detail the evolution of four key research themes: training criteria, trainee characteristics, training design and delivery, and the training context. In each area, we describe how the focus of research has shifted over time and highlight important developments. We conclude by offering several ideas for future training and development research

Creating Implementing and Managing Effective Training and Development State-of-the-Art Lessons for Practice

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Looking Back and Looking Forward: Trends in Training and Development Research

In connection with the 25th anniversary of Human Resource Development Quarterly, I have been asked to comment briefly on current and emerging trends in research on training and development, a core function of Human Resource Development (HRD). I will do this in three sections: a summary of past research, an examination of state-of-the-art research, and a brief glimpse forward to the future