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Integrating Design Thinking in eLearning Evaluation to Drive Training Usage : = A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Integrating Design Thinking in eLearning Evaluation to Drive Training Usage :/
Reminder of title:	A Case Study.
Author:	Regan, Elizabeth.
Description:	1 online resource (177 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28153169click for full text (PQDT)
ISBN:	9798557027410

Integrating Design Thinking in eLearning Evaluation to Drive Training Usage : = A Case Study.
Regan, Elizabeth.

Integrating Design Thinking in eLearning Evaluation to Drive Training Usage :A Case Study. - 1 online resource (177 pages)

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ed.D.)--Arizona State University, 2020.

Includes bibliographical references

The purpose of this study was to increase microlearning training module usage and completions by 10-15% over a 30-day period by including evaluation in the design and development of a new microlearning training module in the golf equipment industry. Evaluation was conducted using a bespoke evaluation tool, which was designed and developed using design thinking methodology. The evaluation tool was applied to two previously designed microlearning modules, Driver Distance B and Driver Distance C, both of which served as comparisons for the new module's completion data. Evaluation reports were generated that informed the development of the new module, named Golf Software. This action research study was grounded in constructivist learning theory, design thinking, and dashboards research. A nested, case study-mixed methods (CS-MM) design and a sequential qualitative to quantitative design were used. Research was conducted with the Knowledge Management Department at Ping, an original golf equipment manufacturer (OEM) in Phoenix, Arizona. Participants included three eLearning Designers, which included the researcher as a participant observer. Qualitative data included interviews, reflective researcher journal, and artifacts such as the new microlearning training module and evaluation reports. Quantitative data included completion numbers collected from the organization's learning management system (LMS) and email campaign service. Findings from this study were mixed, with the new module's completion numbers 20.27% greater than Driver Distance C and 7.46% lower than the Driver Distance B. The objective of this study was not met, but outcomes provided valuable information about incorporating evaluation in the Knowledge Management Department's instructional design process.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798557027410Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Continuous improvementIndex Terms--Genre/Form:

542853
Electronic books.

Integrating Design Thinking in eLearning Evaluation to Drive Training Usage : = A Case Study.
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502 $a Thesis (Ed.D.)--Arizona State University, 2020.
504 $a Includes bibliographical references
520 $a The purpose of this study was to increase microlearning training module usage and completions by 10-15% over a 30-day period by including evaluation in the design and development of a new microlearning training module in the golf equipment industry. Evaluation was conducted using a bespoke evaluation tool, which was designed and developed using design thinking methodology. The evaluation tool was applied to two previously designed microlearning modules, Driver Distance B and Driver Distance C, both of which served as comparisons for the new module's completion data. Evaluation reports were generated that informed the development of the new module, named Golf Software. This action research study was grounded in constructivist learning theory, design thinking, and dashboards research. A nested, case study-mixed methods (CS-MM) design and a sequential qualitative to quantitative design were used. Research was conducted with the Knowledge Management Department at Ping, an original golf equipment manufacturer (OEM) in Phoenix, Arizona. Participants included three eLearning Designers, which included the researcher as a participant observer. Qualitative data included interviews, reflective researcher journal, and artifacts such as the new microlearning training module and evaluation reports. Quantitative data included completion numbers collected from the organization's learning management system (LMS) and email campaign service. Findings from this study were mixed, with the new module's completion numbers 20.27% greater than Driver Distance C and 7.46% lower than the Driver Distance B. The objective of this study was not met, but outcomes provided valuable information about incorporating evaluation in the Knowledge Management Department's instructional design process.
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653 $a Microlearning
653 $a Training
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