Learning science principles for effective online learning in the workplace

摘要

We present an experiment involving the analysis and redesign of an online course that has been in existence for several years at Boeing. We created an experimental version of the course to explore the differential impact of a mix of learning science frameworks: integrating different types of formative and reflective feedback; minimizing cognitive load by restructuring lecture-derived text-centric materials into short, narrated, student-controlled videos; and using a learning management system (LMS) that supported social interactions and learner collaboration. We found significant differences between the existing course and the new course. Subjects in the experimental course learned more and at a greater rate. They had a more engaged attitude toward their future learning and less dependence on their level of initial subject knowledge. The social collaboration and data collection capabilities of the LMS supported continuous online course improvement during course development, but these tools had limited spontaneous use by students during the experiment. We describe the impact of these findings on developing an evidence-based methodology for implementing online learning experiences and future work.