Electronic Performance Support Systems Research Articles

THE EFFECTS OF GROUP-BASED PERSONALIZED ONLINE TEACHING ON LEARNERS’ COMMUNITY OF INQUIRY AND ACHIEVEMENT OF A COURSE

The aim is to investigate the effects of delivering group-based personalized teaching via an electronic performance support system (EPSS) in an online medical informatics course on medical students' academic achievement and community of inquiry levels. The basic working principle of EPSS is to provide the most appropriate teaching methods to the educator, according to the students' variables and learning outcomes. The research design of this study involved a quasi-experimental pretest-posttest design with a control group and the qualitative research method of answers to follow-up questions. While the students in the experimental group were taught various teaching approaches (flipped classroom, brain storming, case-based learning, debate and think-pair-share), the students in the control group were taught directly by online lessons according to direct instruction method. It was seen that the experimental procedure had a positive effect on both the academic achievement and community of inquiry levels of the experimental group compared to the control group. Besides, students in the experimental group reported that the lessons were more effective when they were enjoyable, motivating, focused on discussion and research, and were taught through cases. The group personalized teaching method used in this study could be a guide for future studies.

Developing a customised learning design tool in support of curriculum design, professional development and institutional management within a South African military education context

Learning design at tertiary level is a challenging and complex task with many aspects to take into consideration (Bennett, Lockyer, Agostinho 2018; Bower and Vlachopoulos 2018, 975; Bates, 2019). Learning design is identified as a core aspect of a tertiary educator’s role, but often, little guidance is given to educators on this topic. Changes in the higher education landscape also bring about questions about ideal learning design. With changing times that require institutions to introduce other models like blended and online learning, more pedagogical guidance might be necessary to advise lecturers on best practices in terms of module design (Kebritchi, Lipschuetz, and Santiague 2017). To aid learning design thinking and to make the pedagogic structure of the design apparent, Laurillard and Ljubojevic (2011) and others have suggested the use of a learning design tool or aid. A learning design tool is a means which can provide analytical support for lecturers to evaluate their own practices (Bower et al. 2011). This study looks at the creation of a customised learning design tool (CLDT) and discusses whether it can serve as an Electronic Performance Support System, which is a tool that can guide and assist users in their roles in the workplace. This case study canvassed the experiences and opinions of faculty members in Military Education on the use of this CLDT. The tool is designed to capture and depict various features of a module’s design. This study made use of design-based research which is a methodology requiring a phased approach and aims to influence practice. Inputs from the participants revealed the perceived value and benefits along with the necessary amendments needed for the tool.

Development and Testing of an EPSS for Secondary School Teachers to Develop Contents and Material

This study aims to develop an Electronic Performance Support System (EPSS) for secondary school teachers to develop contents and materials, and to determine the views of teachers. The study used a design-based research method and the data were collected through interview and observation technique. Before developing EPSS, a semi-structured interview was made with 11 teachers, out of various branch teachers working in secondary school, in order to determine the needs of teachers. After developing EPSS, a two-week process was determined for the teachers to use the platform and the teachers were monitored for whether they used this platform during this process and the technical support required for them to use the platform effectively was provided. The data collected were analyzed by Nvivo program and themes were created. According to the results; the teachers using the platform have stated that it is generally a practical system, that it provides motivation and self-confidence and makes them happy as it allows designing their own materials, and that the sources added to the platform are sufficient. Finally; it can be stated that the developed EPSS will allow performing experimental studies on teachers and that different scales can be used in future studies.

Conversational Bots as Electronic Performance Support System for the Professional Development of Teacher Educators


 
 
 With the increased demand and interest in designing technology-enhanced lessons for 21st Century learners, ways to empower and enable teacher educators to use educational technologies effectively underpinning sound instructional strategies had to be reinvented. Teacher educators may require on-demand support in order to have the necessary knowledge and skills to meet the needs of the rapidly changing learning landscape. A learning intervention or a job aid had to be developed to provide just-in-time bite-sized knowledge in time of need. This conceptual paper elaborates the design and development of a next generation electronic performance support system for teacher educators and outlines a possible approach of using a rules-based chatbot as a means of empowering teacher educators to become active designers of meaningful technology-enhanced lessons.
 
 

Problem-Solving and Tool Use in Office Work: The Potential of Electronic Performance Support Systems to Promote Employee Performance and Learning.

In the context of office work, learning to handle an Enterprise Resource Planning (ERP) system is important as implementation costs for such systems and associated expectations are high. However, these expectations are often not met because the users are not trained adequately. Electronic Performance Support Systems (EPSS) are designed to support employees’ ERP-related problem-solving and informal learning. EPSS are supposed to enhance employees’ performance and informal workplace learning through task-specific and granular help in task performance and problem-solving. However, there is little empirical research on EPSS. Two survey studies addressed this research gap. In the first study, 301 people working in Human Resource (HR)-related positions and functions evaluated the learning potential of EPSS as well as potential advantages and obstacles concerning the implementation and use of EPSS. Though other measures are currently assessed as more important for learning, HR employees expect a strong increase in the significance of EPSS for employee learning. In the second study, 652 users of ERP software completed a questionnaire on characteristics of their daily work tasks, team characteristics, individual dispositions, their coping with ERP-related problems, and characteristics of EPSS. Findings indicate that the most frequently available and used approach when dealing with an ERP-related problem is consulting colleagues. Three EPSS types can be distinguished by their increasing integration into the user interface and their context-sensitivity (external, extrinsic, and intrinsic EPSS). While external and extrinsic EPSS are available to many users, intrinsic EPSS are less common but are used intensively if available. EPSS availability is identified to be a strong positive predictor of frequency of EPSS use, while agreeableness as well as the task complexity and information-processing requirements show small negative effects. Moreover, more intensive ERP users use EPSS more frequently. In general, ERP users value, features such as context-sensitivity, an integration of the EPSS into the ERP system’s user interface, the option to save one’s own notes, and information displayed in an extra window. It is expected that EPSS will play an important role in workplace learning in the future, along with other measures.

Developing and investigating an electronic performance support system for skill learning in the simulation environment.

Electronic performance support systems (EPSSs) developed in the literature generally use advanced programming. This situation may limit the use of the EPSSs. The purpose of this study was to develop an EPSS without any financial cost and using advanced programming to improve dental and medical students' knowledge and performance in the basic life support course in simulation environment. This study was planned and carried out as a developmental research. The participants of the study were composed of dental/medical students and experts. The academic achievement test, performance test, expert evaluation form and interview form were used as data collection tools. Data analyses were done by SPSS 21 package software. Students taught using the EPSS have higher levels of academic achievement and performance compared with the students taught using the lecture format in a traditional way of teaching. Students stated that the system was useful and effective. This web-based mid-level EPSS was developed without any financial cost and using advanced programming. EPSSs like present system can be used for supporting learning. The used framework in this study can provide guidance for future works.

Design and evaluation of an electronic performance support system for quantitative data analysis

Design and evaluation of an electronic performance support system for quantitative data analysis

Developing and investigating an electronic performance support system (EPSS) for academic performance

The aim of this study was to develop an electronic performance support system (EPSS) to improve students’ performance in the topic of scientific research methods. A review of the literature shows that EPSSs are usually developed using advanced programming technologies. This limits the widespread use of EPSS for educators and researchers. In this study, a mid-level EPSS was developed by integrating Moodle to a static (non-interactive) educational system, without using advanced programming. The study was designed and carried out using the developmental research method. Study participants were second year students from the Faculty of Medicine of Hacettepe University in Turkey. The system was designed by taking students’ needs into account, as well as other issues that the literature identified as points of consideration when developing an EPSS. The mid-level EPSS developed within the framework of this study increased the students’ academic achievement and students stated that the system met their expectations.
 Implications for practice or policy:
 
 Educators can support scientific research methods courses with EPSSs.
 Educators and researchers may take advantage of detailed steps in this research, if they want to develop such an EPSS.
 A mid-level EPSS is taken as reference when developing an EPSS without advanced programming skills.

Paper Prototype Usability of Electronic Performance Support System Designed For Children With Special Needs

Makalenin Erken çocukluk aşamasında gelişim ile ilgili kritik dönemler fazladır. Bu nedenle özel eğitime ihtiyaç duyan çocukların gelişimlerini desteklemek için çeşitli yollar arandığı bilinmektedir. Buradan hareketle erken çocukluk özel eğitiminde erken müdahaleyi desteklemek amacıyla 0-6 yaş arası çocukların gelişimlerini izleyip raporlamaya ve öğretmenlerin veya uygulayıcıların performanslarını desteklemeye yönelik bir Elektronik Performans Destek Sistemine (EPDS) gereksinim olduğu belirlenmiştir. Bu çalışmada, geliştirilmesi planlanan EPDS’nin kullanılabilirlik çalışmalarından ilki olan kâğıt prototip kullanılabilirlik çalışması, süreç ve sonuçlarıyla paylaşılmıştır. Bilindiği gibi tasarım sürecinin başında, kâğıt prototiplerin hızlıca üretilmesi, kullanıcı deneyimlerinin göz önünde bulundurularak bir sistemde değiştirilmesi gereken yerlerin hızlı ve ucuz bir şekilde öğrenilmesine katkı sağlamaktadır. Öncelikle, EPDS’nin tasarlanabilmesi için sekiz kişi ile ihtiyaç analizi çalışması yapılmıştır. Kâğıt üzerinde tasarlanan EPDS’nin kullanılabilirlik çalışması için beşi özel eğitim kurumu çalışanı bir tanesi de uzman tasarımcıdan oluşan altı kişi ile çalışılmıştır. Veriler yarı yapılandırılmış görüşme formu, video ve ses kayıtları ile toplanmıştır. Toplanan veriler, görev tamamlama durumu temel alınarak analiz edilmiştir. Analiz sonucunda görevlerin uygulanması ve tamamlanması için yapılması gereken değişiklikler belirlenerek, öneriler ortaya konulmuştur. Alanyazında da belirtildiği gibi, sistemde, danışman/uzman sistem, öğretimsel sistem ve kişiselleştirilmiş araçlar önemli bileşenler olarak ortaya çıkmıştır. Sonuç olarak bu çalışma ile gerçek kullanıcıların gereksinimleri doğrultusunda, erken çocukluk özel eğitimine yönelik erken müdahale konusunda geliştirilmesi düşünülen sistemin tasarım aşamasının temeli oluşturulmuştur.

EPSS – METHOD AND TOOLS FOR IMPROVING THE COMPETENCE IN THE XXI CENTURY

The paper discusses the features and usability of Electronic Performance Support Systems (EPSS) in education and improving the competence of adults. It is a serious problem for enterprises to search for employees (definite period, employment of students) for work that requires the use of business software. Learning (training) in the performance of tasks in such environment is an investment (requires time and expense). EPSS have been designed as tools to reduce the number of hours of training involving a trainer (human). These systems are coached - supported by people who use business software in their work on an ongoing basis. In the research we present how to implement them and in which way their popularization can help in hiring people without special pre-preparation, and only with the basic computer skills.

Designing an electronic performance support system for technology-rich environments

ABSTRACTThis study aims to design and validate an electronic performance support system that enables educators to use instructional technologies effectively and efficiently. The study was designed and conducted using developmental research methods and with the participation, at different stages, of educators and educational technology and software experts. The tangible product of the designed system is a session plan independent of the content. The system’s activity database contains 44 activities. The system works as follows. Based on the learning outcome, student, educator, and environment characteristics, activities not deemed suitable are eliminated, the most suitable activities are presented for the educator to select, and the educator makes a selection. The educator then accesses a session plan produced by the system and can edit this plan as desired. The system has additional features that were created based on the opinions of educators and educational technology experts. These features are tools for supporting academic, technical, administrative, and professional cooperation. To validate the designed system, the views and recommendations of educators and software and educational technology experts were collected. All three groups confirmed the validity of the design. Nevertheless, based on the feedback received, improvements were made before giving the design its final shape.

Making novice instructional designers expert: Design and development of an electronic performance support system

The purpose of this study is to design and develop an electronic performance support system (EPSS) to support novice instructional designers (NIDs) in the instructional system design process and to reveal the key elements of an EPSS for NIDs. Design and development research was carried out with 23 purposively-selected NID participants. It is a three-phase study. These phases are analysis, design and development, and evaluation. According to the results, the main components of EPSSs designed for NIDs are tutorials, examples, resources, tools, wizard, user interface, database and help. According to the perceptions of NIDs, using an EPSS during the instructional system design process has a positive effect on NIDs’ performances. This study concludes with suggestions for practitioners and researchers.

A Model of Factors Explaining the Adoption and Use of Electronic Performance Support Systems in Portuguese Organizations

This article describes how the huge investments in Information and Communication Technology (ICT) and the increasing impact of Information Systems (IS) on the functioning and competitive capacities of organizations justify and stress the need to identify factors influencing the adoption and use of EPSS (Electronic Performance Support System). Following the models and theories of IT adoption by the available theories of Acceptance as well as studies conducted in the field of EPSS, which indicate the existence of several factors influencing the use and success, a study was conducted to assess possible changes in these factors considering the idea of some authors assume that there are differences by type of IT. In this sense, it was felt that it would be advisable to know the circumstances that arise from the adoption and use of three types of EPSS - extrinsic, intrinsic, and external, arguing that such knowledge can be obtained by identifying a set of enabling factors to characterize those circumstances. The performance of three-case studies and reflection made that it derived a set of factors that influence the strategy of adopting and using EPSS, which were grouped and organized in a model of adoption of EPSS. This model brings together all the key factors considered and classifies them, according to their origin in four different categories, designated by the organizational environment, individual performance characteristics of the tool and task requirements.

Forget EPSSs: How You Can Marshal Mobile Geographic Information Systems (GISs) and Spatial Awareness for Performance Improvement

Mobile geolocation applications identify global coordinates of mobile devices and can be enriched with performance-context data. This technology has potential to integrate job aids, learning bursts, and parts of manuals with work tools (such as checklists) at the point of performance to better support individual and team performance. Emerging uses of mobile geolocation allow human performance technologists to move from generic electronic performance support systems (EPSSs) to spatial support systems. These increase the potential for performers to access more context-aware information at the time and space in which the actions occur. Mobile geolocation can also automatically send data about the performance to enterprise databases so that actions taken and the use of training or job aids at the point of performance can be tracked. This article explores how mobile geolocation functionality can be orchestrated to support performance, enrich enterprise databases, and aid human performance technologists.

Evaluating an electronic performance support system for crime scene investigation units in Turkey

The primary goal of this study was to present the summative evaluation findings of an initial implementation to investigate the impact, effectiveness and perceived benefits of the Electronic Performance Support System (EPSS) on the performance of Crime Scene Investigation (CSI) officers in Turkey. A sequential explanatory strategy as a procedure of mixed method design was used to collect data through a survey, interviews, and computer logs. While 191 CSI officers participated in the quantitative part of the study, the researchers also conducted interviews with 12 officers. Data was analyzed by using descriptive statistics and content analysis. The results showed that intrinsic support made a major contribution to officers’ performance with positive reactions. It revealed also that generating reports and establishing standardization were one of the main factors providing impacts on society. This study provides a viable application of Kirkpatrick’s Four Levels of Evaluation model for the CSI Unit; however, the model’s extended adaptations should also be carried out in different workplace settings for further studies.

Exploring User Acceptance of an Electronic Performance Support System

This mixed methods research study aimed to explain and understand user acceptance of an electronic performance support system (EPSS) designed for the Crime Scene Investigation and Identification Units of the Turkish National Police. Quantitative data were collected from 209 police officers through a questionnaire to test relationships hypothesized in the technology acceptance model. At the same time, qualitative data were collected through interviews with 15 police officers to acquire an in-depth understanding of perceived usefulness and perceived ease of use of the system. This study showed that perceived usefulness, perceived ease of use, and attitude toward using were significant determinants of the acceptance of the EPSS. The findings also presented several user personal, system, and organizational characteristics that were considered as influencing factors for usefulness and ease of use of the EPSS.

Using Electronic Performance Support Systems to Improve Academic Performance of Secondary Students with Disabilities

A key challenge in secondary education and transition is ensuring that students with disabilities are prepared to access and participate in postsecondary education. Electronic performance support systems offer potential for addressing needs of secondary students who are at risk for failure or who encounter challenges in school due to high-incidence disabilities. The purpose of this study was to investigate the effects of training and implementation of an electronic performance support systems on targeted IEP goals for ninth and twelfth grade students with disabilities. A series of multiple probe designs was used to examine the effectiveness of tool usage across four ninth grade students and four twelfth grade students as well as to investigate tool usage across settings (training, academic, and transition) for each student. This study demonstrated an improvement in target behaviors when the intervention was introduced in the training setting for ninth grade and twelfth grade students with high-incidence disabilities. In addition, each student showed some improvement in the target behavior when the intervention was implemented across settings. The authors discuss limitations along with implications for future research and practice.

Contextual Mobile Learning for professionals working in the “Smart City”

In this study, we propose an innovative approach using the “Contextual Mobile Learning System” based on the “Electronic Performance Support System” (EPSS) to support efficient just-in-time learning for professionals working in the “Smart city”. In this paper, we present the principle and the structure of our contextual mobile learning system, which uses a search engine to find appropriate learning units in relation with working activities and conditions and the user’s / worker’s profile. We further discuss the proposed system structure, supportive process and context-driven engine. Finally, we describe a scenario using our contextual mobile learning system.

How Have Concepts of Informal Learning Developed Over Time?

Although the current interest in informal learning seems recent, performance improvement professionals have long had an interest in informal learning-the ways that people learn outside of formal structures. The earliest forms of learning for work were informal, including de facto and formal apprenticeship programs and the “school of life.” Contemporary interest began in the 1960s and 1970s with the rise of self-directed learning. In the 1970s and 1980s, focus shifted to adult learning theory and human performance technology, both of which explore the roles of interventions other than classroom learning. The early 1990s brought two practical applications—electronic performance support systems and edutainment—followed by a third in the late 1990s—knowledge management. Discussions of informal learning arose in the 2000s. Each movement offers practical lessons for designing informal learning today.

The effect of users' attitudes on electronic performance support systems implementation

Performance support (PS) platforms, also known as electronic performance support systems (EPSS), offer real-time learning and performance enhancement. In 2008, Tel Aviv University and an Israeli telecommunication firm began researching implementation success factors. Preliminary findings and conclusions were discussed in an earlier Performance Improvement article (Gal & Nachmias, 2011). The current article focuses on the effects of users' attitudes on implementation issues and suggests a model for incorporating EPSS in organizations.