{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/27372"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/27372","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Theoretical and Practical Considerations for Effective Design, Development,and Evaluation of an Asynchronous Review Module on Interpersonal Communications","abstract":"This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroeder's (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamson's (1993) Guided Social Simulation Model; and Holsbrink-Engel's (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer.","abstract_html":"This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. 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