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Enhancing workplace digital learning by use of the science of learning
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 conditio...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6200252/ https://www.ncbi.nlm.nih.gov/pubmed/30356311 http://dx.doi.org/10.1371/journal.pone.0206250 |
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author | Okano, Kana Kaczmarzyk, Jakub R. Gabrieli, John D. E. |
author_facet | Okano, Kana Kaczmarzyk, Jakub R. Gabrieli, John D. E. |
author_sort | Okano, Kana |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-6200252 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-62002522018-11-19 Enhancing workplace digital learning by use of the science of learning Okano, Kana Kaczmarzyk, Jakub R. Gabrieli, John D. E. PLoS One Research Article 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. Public Library of Science 2018-10-24 /pmc/articles/PMC6200252/ /pubmed/30356311 http://dx.doi.org/10.1371/journal.pone.0206250 Text en © 2018 Okano et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Okano, Kana Kaczmarzyk, Jakub R. Gabrieli, John D. E. Enhancing workplace digital learning by use of the science of learning |
title | Enhancing workplace digital learning by use of the science of learning |
title_full | Enhancing workplace digital learning by use of the science of learning |
title_fullStr | Enhancing workplace digital learning by use of the science of learning |
title_full_unstemmed | Enhancing workplace digital learning by use of the science of learning |
title_short | Enhancing workplace digital learning by use of the science of learning |
title_sort | enhancing workplace digital learning by use of the science of learning |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6200252/ https://www.ncbi.nlm.nih.gov/pubmed/30356311 http://dx.doi.org/10.1371/journal.pone.0206250 |
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