|Performing on Par: Designing Instruction to Facilitate Performance Across Settings|
|Monday, May 30, 2022|
|8:00 AM–8:50 AM |
|Meeting Level 2; Room 205B|
|Area: EDC/TBA; Domain: Applied Research|
|Chair: Christen Russell (Endicott College)|
In behavior analysis, there is an understanding of the importance of both knowledge- and performance- based competencies in learning. Therefore, it is pivotal to evaluate the utility of teaching procedures and continue to analyze best-practices in teaching and learning for students and trainees to prepare them for work as behavior change agents.The studies in this symposium compare knowledge- and performance-based competencies for master’s students and new hires regarding verbal behavior and research design concepts and relevant workplace skills. Active Student Responding, Interteach, and the performance-based instruction model are used to assess and/or compare instruction and learning. The results of these studies have extensive implications regarding instructor and supervisor implementation of knowledge- and competency-based learning procedures to affect change in student and trainee behavior regarding scholarly and workplace knowledge and behaviors. The generalization of skills from the classroom or training session to clinical application are essential for promoting thoroughgoing behavior change agents.
|Instruction Level: Advanced|
|Keyword(s): instructional design, Knowledge-based competencies, performance-based instruction, training|
|Comparing the Effects of Interteach and Discussion Forum Activities on Student Performance in an Asynchronous Course: Pilot and Research|
|SACHA KG SHAW (Endicott College )|
|Abstract: According to the U.S. Department of Education's National Center for Educational Statistics [NCES], 37.2% (7,313,623) of college students accessed distance learning in 2019. Evidence exists that interteach (Boyce & Hineline, 2002) is more effective than lectures, but few studies have replicated this demonstration in asynchronous courses. It is necessary to expand upon the empirical basis for asynchronous teaching methods considering their prevalence and cost. Two subsequent studies compared the effects of discussion forum and interteach activities on quiz performance using an alternating treatments design. In both studies, participants included six students enrolled in an asynchronous master's level course. Each participant contacted interteach in half of the weeks. In the other weeks, they contacted the discussion forum instead of interteach. In the first study, all participants scored higher on quizzes in the interteach condition than the discussion forum condition. Social validity scores indicated that students favored interteach. Results from the first study indicated that interteach is feasible, favorable, and efficacious in asynchronous courses compared to discussion forums. The second study is in progress and results will be shared at the symposium.|
Comparing Active Student Responding With a Concept Lesson in an Asynchronous, Online Master's Level Course: (A Series of Two Studies)
|CHANTE GLICK (Endicott College)|
Many studies have shown that Active Student Responding strategies improve learning when compared to a lecture. While many studies have looked at the topography of the responses (such as using response cards or guided notes), not many have looked at the content of the opportunities for active student responding. One possible framework for choosing the type of questions to ask is provided by Tiemann & Markle (1983), which lays out a method for teaching concepts through carefully chosen exemplars and non-exemplars. This adapted alternating treatment design compares two computer-based modules designed to teach concepts related to Skinner’s Verbal Behavior (1957) in an online, asynchronous Master’s course. In the ASR condition, the module contains a lecture on the concept with opportunities for active student responding built in. In the Concept Lesson condition, the same number of opportunities for active student responding are built in, but the type of questions are determined based on a concept analysis (Tiemann & Markle 1983). Data collection is ongoing, early results show higher quiz scores in the Concept Lesson condition as well as greater improvement from pre to post-test. The results and implications for instruction in higher education will be discussed.
Application of Performance Based Instruction to Identify Trainee Needs During Orientation
|JENNIFER RUANE (Endicott College), Shawn P. Quigley (Melmark)|
New hire orientations are designed to equip new employees with a basic understanding of the organization and their role and responsibilities within (Rodriguez & Walters, 2017). Training models such as the education paradigm fails to help trainees apply the content outside the training room. The model tends to be content heavy with little focus on mastery of relevant workplace skills. To bridge the gap between the training room and the workplace, the performance-based instruction model can be applied. This model focuses on content that is relevant to trainee’s workplace, and development of skills through guided demonstrations, practice and feedback, and demonstration of mastery (Brethower & Smalley, 1998). Through a case review we will discuss how new hire orientation can be aligned with performance based instruction to allow for early trainee skill assessment and early trainee learning support. In addition, several assessment strategies and a level system for trainee support will be presented. We will conclude by discussing training impact on employee retention and the need for continued investment in training programs.