Skill building blocks: Asynchronous online learning through interactive thematic instruction

Abstract

AbstractBackgroundAmong non‐pharmacological strategies, research shows that the Validation method (VM) developed by Naomi Feil provides a theoretical framework enabling professionals and caregivers to better understand the reasons behind the behavior of the older person with dementia. Built upon the stage‐specific communication techniques of empathy, observation, listening, and verbal and non‐verbal skills, the relationship, emotions, lived experience, values, significant relationships, social roles, sensorial, physical, social and psychological losses of the older person are taken into account. With the increased need for online learning due to COVID‐19, Validation Training Institute (VTI) designed and implemented the Skill Building Blocks, an interactive thematic video‐based instruction, to provide an interactive online learning environment to facilitate user‐friendly self‐study and real‐time access to knowledge. Thematic instruction strategy relates to the learners’ life experience which more easily increases interest and engagement in the content, strengthens knowledge retention, and enables behavioral modelling for application to the real world.MethodTo boost learning and transfer of knowledge, cognitive load theory was applied wherein tasks are divided into smaller building blocks that are individual but included among a collection of related themes. The 6 ‘on‐demand’ videos deliver asynchronous learning followed by ‘exercises’ to reinforce learning and process information. This study, based on the cognitive theory of multimedia learning, investigated the participants’ reflection and learning performance through pre and post‐questionnaires using the Likert scale of 1 through 5, and the IMMS (Instructional Material Motivation Survey) which measures attention, relevance, confidence, and satisfaction. An online focus group of participants concluded the data collection process.ResultLearners express confidence and satisfaction with the user‐friendly, thematic design of each block that utilizes a variety of multimedia learning experiences including video, exercises, and quizzes that reinforces transfer of knowledge as well as cognitive learning. Techniques learned and practiced in each block were applicable to real life situations and could be applied immediately after each block.ConclusionTechniques taught through Skill Building Blocks proved to be relevant to the learners’ life experience, effective in retention and transfer of skills, and proved to be motivating for continued application in the real world.