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Effectiveness of electronic performa...

Mitchell, Mark D.

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Effectiveness of electronic performance support system and training in a higher education setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effectiveness of electronic performance support system and training in a higher education setting./
Author:	Mitchell, Mark D.
Description:	106 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645547
ISBN:	9781321347951

Effectiveness of electronic performance support system and training in a higher education setting.
Mitchell, Mark D.

Effectiveness of electronic performance support system and training in a higher education setting. - 106 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

In higher education, faculty will often be provided training for any new educational technologies introduced for their use. However, with the availability of electronic performance support systems (EPSS), which can supplement or replace training, it is possible to provide faculty users with the same performance support as that found assisting users of business systems. At this point, little research to date has been found that examines the effects of EPSS and training with faculty in a higher education environment. This study, which was a replication of research performed by Nguyen (2007), was performed to address this gap in the literature by examining the relationship of EPSS, training, and EPSS combined with training on performance and time-on-task in a higher education setting. The study used an experimental posttest design with three treatment groups (EPSS, training, EPSS combined with training). Sampling was accomplished by recruiting 66 college faculty members who volunteered to participate in the study, with 51 fully or partially completing the given tasks. As participants completed the assessment exercises, they were called upon to complete assigned tasks using training, the EPSS, or both, depending on the treatment group they were part of. The results of the testing showed no significant differences between treatment types, with the exception of a decrease in task completion time for participants receiving both training and EPSS as an intervention versus those participants who received only EPSS, and an increase in task scores for the group receiving training only, when compared to those participants receiving only EPSS support. These results indicate that significant improvements in time-on-task will occur when using training in combination with EPSS as opposed to providing EPSS support only. Also, faculty receiving only training as the sole performance intervention should achieve significantly higher scores than those receiving EPSS as the sole treatment type. An optimal approach for the instructional designer would be to provide both EPSS and training to improve time-on-task while not negatively impacting performance scores. Future studies could be performed against tasks classified as low- or high-level, with the results indicating which performance intervention would be most beneficial.

ISBN: 9781321347951Subjects--Topical Terms:

3172279
Instructional design.

Effectiveness of electronic performance support system and training in a higher education setting.
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245 1 0 $a Effectiveness of electronic performance support system and training in a higher education setting.
300 $a 106 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Molly Lane.
502 $a Thesis (Ph.D.)--Capella University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a In higher education, faculty will often be provided training for any new educational technologies introduced for their use. However, with the availability of electronic performance support systems (EPSS), which can supplement or replace training, it is possible to provide faculty users with the same performance support as that found assisting users of business systems. At this point, little research to date has been found that examines the effects of EPSS and training with faculty in a higher education environment. This study, which was a replication of research performed by Nguyen (2007), was performed to address this gap in the literature by examining the relationship of EPSS, training, and EPSS combined with training on performance and time-on-task in a higher education setting. The study used an experimental posttest design with three treatment groups (EPSS, training, EPSS combined with training). Sampling was accomplished by recruiting 66 college faculty members who volunteered to participate in the study, with 51 fully or partially completing the given tasks. As participants completed the assessment exercises, they were called upon to complete assigned tasks using training, the EPSS, or both, depending on the treatment group they were part of. The results of the testing showed no significant differences between treatment types, with the exception of a decrease in task completion time for participants receiving both training and EPSS as an intervention versus those participants who received only EPSS, and an increase in task scores for the group receiving training only, when compared to those participants receiving only EPSS support. These results indicate that significant improvements in time-on-task will occur when using training in combination with EPSS as opposed to providing EPSS support only. Also, faculty receiving only training as the sole performance intervention should achieve significantly higher scores than those receiving EPSS as the sole treatment type. An optimal approach for the instructional designer would be to provide both EPSS and training to improve time-on-task while not negatively impacting performance scores. Future studies could be performed against tasks classified as low- or high-level, with the results indicating which performance intervention would be most beneficial.
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