The Theoretical and Practical Considerations for Effective Design, Development,and Evaluation of an Asynchronous Review Module on Interpersonal Communications

• Main Author: Hollandsworth, Randall Jackson
• Other Authors: Instructional Technology
• Format: Others
• Published: Virginia Tech 2014
• Subjects: instructional evaluation; leadership development; online role-plays; scenario-based learning; simulations; elearning; online learning; interpersonal communications
• Online Access: http://hdl.handle.net/10919/27372; http://scholar.lib.vt.edu/theses/available/etd-04272005-143701/

This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroederâ s (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamsonâ s (1993) Guided Social Simulation Model; and Holsbrink-Engelâ s (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer. === Ph. D.