CEC Theses and Dissertations

Date of Award

2007

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Computing Technology in Education (DCTE)

Department

Graduate School of Computer and Information Sciences

Advisor

Getrude W. Abramson

Committee Member

Maxine S. Cohen

Committee Member

Martha M. Snyder

Abstract

Corporate instructional designers often follow an instructional systems design (ISD) process to plan, create, and implement training programs. Increased demand for elearning as a replacement or addition to classroom training means that, in the current corporate environment, instructional designers are called upon to produce a wide variety of instructional formats and have to make more decisions during the ISD process.

E-learning is evolving into a total performance improvement solution rather than simply as a means to delivering distance training and consequently, in an effort to achieve business goals, many corporations are turning to it as a cost effective way to deliver training and support to employees and customers. Corporate e-learning applications can incorporate knowledge management and electronic performance support as well as support for multiple formats of online learning, adding to the complexity of the instructional designer's job and the ISD process. While the ISD process is well documented and numerous operational models exist, instructional designers often have difficulty in its application given the complexity of an e-learning application.

The study analyzed the impact of an experimental electronic performance support system (EPSS) on the performance of e-learning instructional designers. An EPSS intended to provide assistance during the analysis and design stages of an e-learning project was created to aid corporate instructional designers make tradeoffs among time, cost, and quality of various analysis and design procedures and techniques. Formative reviews by instructional designers experienced in e-learning added to the validity of the contents of the EPSS. Summative evaluator’s pilot tested the EPSS by using it in conjunction with the analysis and design activities of three corporate e-learning projects. Evaluation results indicated that an instructional design EPSS can help designers sequence and prioritize tasks, allocate time and resources to task execution, and focus tasks on user performance and client goals.

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