At the onset of the COVID-19 pandemic, instructional technology became necessary for teachers, instructors, and educators. Everyone had to accept this change regardless of their previous opinion of technology. Moving to an emergency remote teaching (ERT) format focused on getting the courses online as quickly as possible. As a result, instructional designers, teachers, and administrators may have selected instructional technology tools based on how quickly they could implement the tech and the cost involved.
A drop in organizational performance can be a source of mystery—which is precisely why performance improvement is so essential. Digging deep to find the root causes of performance gaps is a complex process, but it’s necessary for identifying effective solutions to successfully close those gaps and improve performance.
Adult learners are known by a wide variety of names — including non-traditional students, adult students, returning adults, adult returners, mature learners and many more — and they have an even wider variety of cultural and educational backgrounds, abilities, responsibilities and experiences.
In 2013, I took a position as training director of a crisis hotline. The majority of call agents worked remotely from locations all around the world. Even though the virtual training program was successful, the process could have benefited from an AAR during the train the trainer phase.
Numerous articles, studies, and reports point to the remarkable growth of online education and the difficulty of justifying eLearning to faculty members.
by Ben Paynter, Fast Company Over a decade ago, Kathleen Kelly Janus, a lecturer with Stanford […]