Introducing the Analysis of the Didactic Material of a web-based Introducing the Analysis of the Didactic Material of a web-based

trainingtraining

1 - ABSTRACT1 - ABSTRACT

Evaluation ToolsEvaluation Tools The Analysis of the Didactic Material Checklist: (38 items that evaluate:

instructional objectives, adequacy of the instructional strategies, exercises,

activities planning, content sequencing, and sources of information in the

course).

The Table of Instructional Objectives Analysis:

Such tools were developed based on Instructional Psychology Theory, on the Model

of Training Impact Evaluation at Work (IMPACT — by Abbad, 1999), as well as on Mager’s

writing techniques (Mager, 1961), and on Bloom’s Taxonomy of Educational Objectives

(1972; In: Rodrigues-Jr., 1997).

Improvements in the course

structure should focus mainly on the

interactive strategies used. In order to

increase the course’s effectiveness, its

design should include the use of chats,

forums, and tutoring, to name a few

strategies. Such alternatives eases

knowledge accessibility and, as a

consequence, strengthen the learning

process.

Another aspect that should be

mentioned is the fact that effective

feedback should provide learners with

essential information about how much

has been learned and how much needs

to be revised. The feedback displayed

in the course presented neither

verification nor elaboration.

5 – DISCUSSION5 – DISCUSSION

ABBAD, G. S.; BORGES-ANDRADE, J.E. Aprendizagem em Organizações Trabalho. In:

ZANELLI, Jose Carlos; BORGES-ANDRADE, Jairo Eduardo; BASTOS, Antonio Virgílio

Bittencourt. (Org.). Psicologia, Organizações e Trabalho no Brasil. São Paulo, 2004,

v. 1, p. 237-275.

MAGER, R. F. (1976) A Formulação de Objetivos de Ensino. Porto Alegre: Globo.

MASON, B. J. E BRUNING, R (1999). Providing Feedback in Computer–Based Instruction:

What the research tell us. Disponível em:

http://cehsdept.unl.edu/resources/edps/ciiReport9.pdf, retirado em 13/10/2006. 

RODRIGUES Jr., J.F. (1997) A Taxonomia dos Objetivos Instrucionais: Um Manual para o

Usuário. Brasília: Edunb.

The purpose of this study was to introduce the analysis of the instructional material of

a web-based training program made by a technology school, in order to evaluate the

adequacy of the material to the trainee’s learning process based on Instructional

Psychology Theory. The objective of this analysed training was to capacitate learners to

develop logical programming, without necessarily making use of a specific programming

language. The results point to the need of better-developed evaluation exercises and

feedback, in order to improve web-based training programs like the one analyzed in this

study. By doing so, work organizations may rely on more effective learning programs to

continuously enhance professionals’ capabilities, so that they do not become obsolete in

the constantly changing market.

The course: a brief descriptionThe course: a brief description

Named An Introduction to Logical Programming, the course was structured in nine

modules by MSD Tecnologia, whose instructional objectives demanded about 60 hours

from learners. The general objective was to capacitate learners to develop logical

programming, without necessarily making use of a specific programming language. Such

course was available both as a unit from a broader technical program, and as a separate

course itself for those who were interested in that specific subject only.

6 – RECOMMENDATIONS6 – RECOMMENDATIONSBased on the main results of

this analysis, it is suggested that

instructional designs include

additional information when

elaborating exercises, so that

learners can count on effective

feedback, and, therefore, learning

be more effective as well as

transference of learning more

likely to happen.

By doing so, work

organizations may rely on more

effective learning programs to

continuously enhance

professionals’ capabilities, so that

they do not become obsolete in

the constantly changing market.

7 – REFERENCES7 – REFERENCES

Rodrigo Miranda

Vanessa Brixi

University of Brasília - Brazil

Institute of Psychology

Impacto: Research on Training and Organizatons of

Work

Authors:

Acileide Coelho

Annelise Thiele

Cassio Zambelli

Gardênia

Abbad

PRONEXPRONEX Fubra

2 - INTRODUCTION2 - INTRODUCTION

Web-based training programs, as well as other distance education programs, have

become one of the main helpful tools used to facilitate learning and knowledge acquisition

in organizations of work. As it happens to face-to-face education, it is very crucial that

distance education programs can count on reliable evaluation methods.

Also, there is an increasing concern with feedback, once it is an important way to

both facilitate and strengthen the learning process. If a web-based training is embedded in

a context in which learners work mostly individually, appropriate feedback happens to be

even more critical and necessary than it is in traditional education programs.

According to Kulhavy and Stock (1989; In: Mason & Bruning, 1999), feedback is

effective when it provides learners with verification and elaboration. Verification concerns

simply judging whether an answer is correct or incorrect. Elaboration relates to the

informative component that offers relevant tips that guide learners to the correct answer.

3 - METHOD3 - METHOD

4 - RESULTS 4 - RESULTS

High-quality navigability;

Coherent sequence of

content;

Adequate use of

language.

As an overview, the training program was evaluated as technically

adequate, concerning instructional theories:

Yet, a substantial drawback was depicted, concerning the need of

effective feedback on the exercise sections:

lack of

interactive

instructional

strategies, such as

chats, forums, and

tutoring.

feedback indicated only the percentage of

rightness in each question

lack of guidance about:

- what was the correct answer;

- why the learner’s choice was wrong; and

- where the rationale for each answer would be

found in the didactic material.

ProceduresProceduresThere were two available versions of the didactic

material: CD ROOM and printed.

Instructional strategies included:

Theory along the modules and exercises at the

end;

Web site with extra reading materials for

download, exercises and learning evaluation.

The following aspects were

evaluated:

quality of instructional

objectives

sequence presentation of

content

adequacy of exercises

adequacy of learning

evaluation

adequacy of feedback.Phase 1: In pairs, researchers followed the checklist the modules were evaluated

alternately

Phase 2: the whole research team (five people) discussed the results and came to a

consensus.