Best Practices for Just-In-Time Teaching within the Virtual Classroom

Michele Kemp

EDU656Dr. Nicole RunyonAugust 16, 2011

Running HEAD: Best Practices for Just-In-Time… 1

EDU656 August 2011

Best Practices for Just-In-Time

Teaching within the Virtual Classroom

Synchronous e-Learning• Computer–mediated learning

• Nearest to classroom-style

• Instructor-led

• Real-time method

• All participants engaged in instructional event at same time

• Growing share of on-line training

• Also known asVirtual classroomRemote live trainingRemote instructor-led training

Training Best Practices

1. Strategy-driven

2. Positive cost/benefit ratio

3. Reinforced by essential tactics and policies

4. Driven through various routes

5. Maximize employee ability

6. Work-related training

7. Learn by doing

8. Transfer knowledge and skills

9. Link training to other area needs

10.Ongoing learning process

1. Strategy-Driven

All training should

emanate from

global business

strategic goals.

2. Positive Cost - Benefit Ratio

• Training costs must show a return on investment

Long term Or short term.

3. Reinforced By Essential Tactics and Policies

Learning aligned with and supported by• Organizational structures• Lines of authority and decision making• Planning and budgeting• Career development and performance

management, and succession planning• Information sharing

4. Driven Through Various Routes

• Explore and apply several

training modalities• Value in different learning

approachesClassroom lecture and role

playsOn-the-job training /coachingBlended learningeLearningTechnology support tools

5. Maximize Employee Ability

• Utilize ability and potential of employees

• Use self-directed training and development

Employees identify their own needs

Create individual learning plans

Seek learning opportunities

6. Work-Related Training

• Knowledge and skills learned through

training programs must

Be relevant and useful

Add to current or future job efficiency

Contribute to company success

Save time, not add workload

7. Learn By Doing

• Learning is developed by action.

• Perform actual tasks and projects

In training environment

On-the-job

• Develop a usable strategic plan

• Create deliverables for their project

8. Transfer Knowledge and Skills

• Easy transference criticalTiming of the trainingRelevance of the contentDelivery method

QualityAppropriateness

• Maintenance of new skill and knowledge is criticalUse skills regularlyUse performance tests to verify skill level

9. Link Training to Other Area Needs

• Management Perform evaluations

Performance objectives

Compensation and promotion formulas

• Individual employee needs Appraisals / assessments

Counseling / meetings

Career development plans

10. Ongoing Learning Process

• Learning ensues before, during, and after

formal training• The process should include

DoingReflectingLearningDoing again And so on…

Best Practices Just-In-Time Training (JITT)

1. Match teaching methods to content

2. Organize work tasks

3. Determine instructional methods for processes

4. Teach supporting knowledge

5. Identify supporting facts or concepts

6. Mirror the job

7. Provide explanatory feedback

• `5 Content Types

• Facts

• Concepts

• Processes

• Procedures

• Principles

1. Match

Teaching

Methods

to Content

2.

Organ

ize

Work

Tasks

• Procedural • Near-transfer• Step by step demonstration• Completed the same way

each time• Virtual classroom - Use

application sharing for demonstrations.

• Principle-based• Far-transfer• Guidelines adjusted to fit the

circumstance• Virtual classroom - Use

break out room and websites for brainstorming.

3. Determine Instructional Methods for Processes

Process – a flow of activities among• Individuals • Business units • Equipment

components

Present processes with series of visuals• Pictures • Animations • Video clips

Explain process

Demonstrate via scenarios

Virtual classroom –

Use whiteboard to show

diagrams to illustrate process

4. Teach Supporting Knowledge

Facts

• Unique, detailed information required to perform a task

• Essential to complete a task or understand concept

Concepts

• A single word characterizing categories of items • Items share common essential features• Items differ on immaterial features• Taught separately from task or process• Virtual classroom – Begin with overview of process or

task using whiteboard.

5. Identify Supporting Facts or Concepts

• Teach important related concepts before teaching the task or processes

• Present attributes along with examples

• Ask learners to derive attributes from examples

• Follow with practice

6. Mirror the Job

• Begin with job and task analysis

• Create exercises that mimic the job or

task

• Create transfer appropriate interactions

7. Provide Explanatory Feedback

• Feedback provides knowledge of practice results

• Tells learner that response is correct or incorrect

Summary of Methods to Teach Content Types

Procedure Principle Process Concept Fact

PresentContent

Steps Guidelines Stages Definition Data

Real-lifeExample

Demonstration VaryingScenarios

How to use process knowledge

Multipleexamples

Illustration of fact

Let studentpractice

Hands-on application of steps

Hands-on application of guidelines

Troubleshoot process-related problems

Identify valid examples

Apply as needed with other types of content

Clark, R.C., Kwinn, A., (2007), Evidence-based guidelines for synchronous e-learning, the new virtual classroom, Pfeiffer, P. 81.

References

Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e-

learning, the new virtual classroom, Pfeiffer, P.69-81.

Clark, R.C., Mayer, R.E.(2008), e-Learning and the science of instruction, proven

guidelines for consumers and designers of multimedia learning. Pfeiffer,

P. 323-324,

Top 10 training best practices for effective learning and development programs,

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