Novel Application of a Predictive Skill Retention Model to Technical VLE Content Production Skills among Higher Education Teachers: A Case Study

Autor/inn/en	Cahillane, Marie; MacLean, Piers; Smy, Victoria
Titel	Novel Application of a Predictive Skill Retention Model to Technical VLE Content Production Skills among Higher Education Teachers: A Case Study
Quelle	In: Interactive Learning Environments, 27 (2019) 3, S.336-348 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cahillane, Marie) ORCID (MacLean, Piers) ORCID (Smy, Victoria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1474231
Schlagwörter	College Faculty; Educational Technology; Technology Uses in Education; Retention (Psychology); Technological Literacy; Cognitive Processes; Prediction; Memory; Decision Making; Virtual Classrooms; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Fakultät; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Merkfähigkeit; Technisches Wissen; Cognitive process; Kognitiver Prozess; Vorhersage; Gedächtnis; Decision-making; Entscheidungsfindung
Abstract	Periods of no practice in performing a technical procedure may impact on the retention of the procedural skills required to produce VLE content. This exploratory paper reports a case study into the application of a validated skills retention model, the User Decision Aid (UDA). Use of the UDA results in a series of indicative retention rates predicting how long the procedures required to carry out Virtual Learning Environment (VLE) content production tasks will be remembered. Considerable variability in retention rates for differing VLE content production tasks was indicated. The study reveals that improvement in predicted VLE content production skills retention rates may be observed when a quality job aid is available and the mental processing complexity resulting from conducting VLE tasks is reduced. Outputs from this research can inform the design of VLEs, lead to the development of targeted training for teaching staff, and the better design of effective resources in order to mitigate skills fade in VLE content production tasks. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01