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      Enhancing workplace digital learning by use of the science of learning

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      Author(s): 1 , 2 , 3 , * , 1 , 2 , 3 , 1 , 2 , 3
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      Publication date (Electronic):
      Journal: PLoS ONE
      Publisher: Public Library of Science

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          Abstract

          Digital learning is becoming the most commonly used portal for workplace learning, but its effectiveness is not clearly understood. We studied 99 employees on-site in a large company as they watched an already used and required training video. Employees were randomly assigned to one of four conditions: (1) a baseline condition of watching the video as in current practice; (2) a spontaneous discussion condition in which participants discussed the video with colleagues immediately after the video without any guidelines; (3) a structured discussion condition in which participants discussed the video with colleagues immediately after the video with an instructor guiding discussion topics; and (4) a testing condition in which test questions were interpolated throughout the video. Memory for the content of the video was measured on a recognition memory test completed 20–35 hours after watching the video. Employees who were in the interpolated-testing or structured discussion conditions had significantly superior memory for the video content (26% and 25% better respectively) relative to typical video viewing; spontaneous discussion did not enhance memory for content. These findings demonstrate that interpolated testing and structured discussion enhance information retention in the workplace and point to how learning science may accelerate workplace learning more generally.

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          Most cited references19

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          The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

          Jacqueline E. McLaughlin, Mary T. Roth, Dylan M. Glatt … (2014)
          Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.
          Article 0 comments Cited 215 times – based on 0 reviews     Review now
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            Teaching more by lecturing less.

            Tara K Knight, Nicholas W. Wood (2004)
            We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. On the basis of this evidence, we propose a general model for teaching large biology courses that incorporates interactive engagement and cooperative work in place of some lecturing, while retaining course content by demanding greater student responsibility for learning outside of class.
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              Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course

              Gregory S. Mason, Teodora Rutar Shuman, Kathleen E Cook (2013)
              Article 0 comments Cited 112 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Kana Okano:
                ORCID: http://orcid.org/0000-0001-7289-9447
                Role: ConceptualizationRole: Data curationRole: Formal analysisRole: InvestigationRole: MethodologyRole: Project administrationRole: SupervisionRole: ValidationRole: VisualizationRole: Writing – original draft
                Jakub R. Kaczmarzyk: Role: Data curationRole: Formal analysisRole: Writing – review & editing
                John D. E. Gabrieli: Role: ConceptualizationRole: Funding acquisitionRole: MethodologyRole: SupervisionRole: ValidationRole: Writing – review & editing
                Etsuro Ito: Role: Editor
                Journal
                Journal ID (nlm-ta): PLoS One
                Journal ID (iso-abbrev): PLoS ONE
                Journal ID (publisher-id): plos
                Journal ID (pmc): plosone
                Title: PLoS ONE
                Publisher: Public Library of Science (San Francisco, CA USA )
                ISSN (Electronic): 1932-6203
                Publication date (Electronic): 24 October 2018
                Publication date Collection: 2018
                Volume: 13
                Issue: 10
                Electronic Location Identifier: e0206250
                Affiliations
                [1 ] MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA, United States of America
                [2 ] Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States of America
                [3 ] McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States of America
                Waseda University, JAPAN
                Author notes

                Competing Interests: Authors received funding from Accenture PLC to conduct this research. Accenture PLC helped recruit employee volunteers at their offices but did not have any role in the study design, data collection, analysis, decision to publish, or preparation of the manuscript. Accenture PLC has never served on the editorial board of PLOS ONE and has never sat on a committee for an organization that may benefit from publication of this manuscript. This does not alter our adherence to PLOS ONE policies on sharing data.

                Author information
                http://orcid.org/0000-0001-7289-9447
                Article
                Publisher ID: PONE-D-18-19369
                DOI: 10.1371/journal.pone.0206250
                PMC ID: 6200252
                PubMed ID: 30356311
                SO-VID: 6a6d1b55-f7ba-4930-9152-d44005d7747b
                Copyright © © 2018 Okano et al
                License:

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                Date received : 29 June 2018
                Date accepted : 9 October 2018
                Page count
                Figures: 2, Tables: 1, Pages: 10
                Funding
                Authors received funding from Accenture PLC to conduct this research. The funder helped recruit employee volunteers at their offices but had no other role in the study design, data collection, analysis, decision to publish, or preparation of the manuscript.
                Categories
                Subject: Research Article
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Social Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Learning and Memory
                Subject: Learning
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Human Learning
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Human Learning
                Subject: Social Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Human Learning
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Learning and Memory
                Subject: Learning
                Subject: Human Learning
                Subject: Social Sciences
                Subject: Economics
                Subject: Labor Economics
                Subject: Employment
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognition
                Subject: Memory
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Learning and Memory
                Subject: Memory
                Subject: People and Places
                Subject: Population Groupings
                Subject: Professions
                Subject: Instructors
                Subject: Social Sciences
                Subject: Sociology
                Subject: Education
                Subject: Lectures
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognition
                Subject: Memory
                Subject: Long Term Memory
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Learning and Memory
                Subject: Memory
                Subject: Long Term Memory
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognition
                Subject: Memory
                Subject: Memory Recall
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Learning and Memory
                Subject: Memory
                Subject: Memory Recall
                Custom metadata
                Data Availability Data may be located at the following URL: ( https://github.com/kokano/Workplace-Digital-Learning/blob/master/WorkplaceDigitalLearning_Data.csv).

                ScienceOpen disciplines: Uncategorized
                Data availability:
                ScienceOpen disciplines: Uncategorized

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