Current Search:  Immediate Feedback (x)

View All Items

  • CSV Spreadsheet
(1 - 4 of 4)
THE EFFECT OF IMMEDIATE FEEDBACK AND AFTER ACTION REVIEWS (AARS) ON LEARNING, RETENTION AND TRANSFER
Title
THE EFFECT OF IMMEDIATE FEEDBACK AND AFTER ACTION REVIEWS (AARS) ON LEARNING, RETENTION AND TRANSFER.
Creator
Sanders, Michael, Williams, Kent, University of Central Florida
Abstract / Description
An After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system...
Show moreAn After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system. In this thesis, different feedback methods for embedded training are evaluated based on the timing and type of feedback used during and after training exercises. Those feedback methodologies include: providing Immediate Directive Feedback (IDF) only, the IDF Only feedback condition group; using Immediate Direct Feedback and delayed feedback with open ended prompts to elicit self-elaboration during the AAR, the IDF with AAR feedback condition group; and delaying feedback using opened ended prompts without any IDF, the AAR Only feedback condition group. The results of the experiment support the hypothesis that feedback timing and type do effect skill acquisition, retention and transfer in different ways. Immediate directive feedback has a significant effect in reducing the number of errors committed while acquiring new procedural skills during training. Delayed feedback, in the form of an AAR, has a significant effect on the acquisition, retention and transfer of higher order conceptual knowledge as well as procedural knowledge about a task. The combination of Immediate Directive Feedback with an After Action Review demonstrated the greatest degree of transfer on a transfer task.
Show less
Date Issued
2005
Identifier
CFE0000441, ucf:46411
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000441
INCREASING NOVICE TEACHER SUPPORT IN 21ST CENTURY CLASSROOMS: INDUCTION AND MENTORING FOR BEGINNING TEACHERS THROUGH BUG-IN-EAR TECHNOLOGY
Title
INCREASING NOVICE TEACHER SUPPORT IN 21ST CENTURY CLASSROOMS: INDUCTION AND MENTORING FOR BEGINNING TEACHERS THROUGH BUG-IN-EAR TECHNOLOGY.
Creator
Wade, Wanda, Cross, Lee, University of Central Florida
Abstract / Description
Novice teachers in todayÂÂ's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with coaching and immediate feedback through Bug-In-Ear, Bluetooth technology has been identified as a effective strategy for supporting beginning teachers while simultaneously improving generalization and maintenance of instructional strategies in diverse classrooms (Anagnostopoulous, Smith & Basmadjian...
Show moreNovice teachers in todayÂÂ's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with coaching and immediate feedback through Bug-In-Ear, Bluetooth technology has been identified as a effective strategy for supporting beginning teachers while simultaneously improving generalization and maintenance of instructional strategies in diverse classrooms (Anagnostopoulous, Smith & Basmadjian, 2007; Darling-Hammond and Baratz-Snowden, 2007; Brownell, Ross, Colon & McCallum, 2005). The present study was designed to examine the effects of using BIE, Bluetooth technology with novice teachers in inclusionary settings at a PK-5 charter school. As it has been demonstrated, Bug-In-Ear Bluetooth technology has allowed supervisors and mentors to increase desired teacher behaviors by providing immediate feedback, coaching and prompting during instructional delivery (Scheeler, McAfee, Ruhl and Lee (2006), Scheeler, Ruhl & McAfee, 2004; & Rock, et al., (2009). Specifically, this study looked to increase the average rate per minute of specific feedback statements made to students during reading instruction. Additionally, maintenance of increased rates of specific feedback once BIE coaching and prompting were withdrawn was also of interest. A multiple-baseline design across participants was used. Data were collected during baseline, intervention, and withdrawal phases. The independent variable was identified as prompts delivered by the coach through BIE Bluetooth technology. The dependent variable for this study was the average rate per minute of specific feedback statements made during reading instruction. Overall, the average rate per minute of specific feedback provided to students during reading instruction increased substantially with the use of Bug-In-Ear Bluetooth technology. Further, participants sustained higher than baseline averages of specific feedback provided to students. This study extended Scheeler (2004, 2006), and RockÂÂ's (2009) research on the use of immediate feedback through BIE technology, and demonstrated the effectiveness of this observation method with various participants, groups of students, and classroom diversity.
Show less
Date Issued
2010
Identifier
CFE0003368, ucf:48447
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003368
Gesture Assessment of Teachers in an Immersive Rehearsal Environment
Title
Gesture Assessment of Teachers in an Immersive Rehearsal Environment.
Creator
Barmaki, Roghayeh, Hughes, Charles, Foroosh, Hassan, Sukthankar, Gita, Dieker, Lisa, University of Central Florida
Abstract / Description
Interactive training environments typically include feedback mechanisms designed to help trainees improve their performance through either guided- or self-reflection. When the training system deals with human-to-human communications, as one would find in a teacher, counselor, enterprise culture or cross-cultural trainer, such feedback needs to focus on all aspects of human communication. This means that, in addition to verbal communication, nonverbal messages must be captured and analyzed for...
Show moreInteractive training environments typically include feedback mechanisms designed to help trainees improve their performance through either guided- or self-reflection. When the training system deals with human-to-human communications, as one would find in a teacher, counselor, enterprise culture or cross-cultural trainer, such feedback needs to focus on all aspects of human communication. This means that, in addition to verbal communication, nonverbal messages must be captured and analyzed for semantic meaning.?The goal of this dissertation is to employ machine-learning algorithms that semi-automate and, where supported, automate event tagging in training systems developed to improve human-to-human interaction. The specific context in which we prototype and validate these models is the TeachLivE teacher rehearsal environment developed at the University of Central Florida. The choice of this environment was governed by its availability, large user population, ?extensibility and existing reflection tools found within the AMITIES ??framework underlying the TeachLivE system.?Our contribution includes accuracy improvement of the existing data-driven gesture recognition utility from Microsoft; called Visual Gesture Builder. Using this proposed methodology and tracking sensors, we created a gesture database and used it for the implementation of our proposed online gesture recognition and feedback application. We also investigated multiple methods of feedback provision, including visual and haptics. The results from the conducted user studies indicate the positive impact of the proposed feedback applications and informed body language in teaching competency.In this dissertation, we describe the context in which the algorithms have been developed, the importance of recognizing nonverbal communication in this context, the means of providing semi- and fully-automated feedback associated with nonverbal messaging, and a series of preliminary studies developed to inform the research. Furthermore, we outline future research directions on new case studies, and multimodal annotation and analysis, in order to understand the synchrony of acoustic features and gestures in teaching context.
Show less
Date Issued
2016
Identifier
CFE0006260, ucf:51053
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006260
Using Bug in Ear Feedback to Increase the Accuracy of Discrete Trial Teaching Implementation
Title
Using Bug in Ear Feedback to Increase the Accuracy of Discrete Trial Teaching Implementation.
Creator
McKinney, Tracy, Vasquez, Eleazar, Dieker, Lisa, Martin, Suzanne, Rock, Marcia, University of Central Florida
Abstract / Description
Many professionals have successfully implemented discrete trial teaching in the past. However, there have not been extensive studies examining the accuracy of discrete trial teaching implementation. This study investigated the use of Bug in Ear feedback on the accuracy of discrete trial teaching implementation among two pre-service teachers majoring in elementary education and one pre-service teacher majoring in exceptional education. An adult confederate was used to receive discrete trial...
Show moreMany professionals have successfully implemented discrete trial teaching in the past. However, there have not been extensive studies examining the accuracy of discrete trial teaching implementation. This study investigated the use of Bug in Ear feedback on the accuracy of discrete trial teaching implementation among two pre-service teachers majoring in elementary education and one pre-service teacher majoring in exceptional education. An adult confederate was used to receive discrete trial teaching. Implementing a multiple baseline across participants design, this study examined whether there was a functional relationship between receiving Bug in Ear feedback and the accuracy of discrete trial teaching implementation. The discrete trial teaching evaluation form was utilized to measure the accuracy of discrete trial teaching implementation. The findings demonstrated an increase in the discrete trial teaching implementation accuracy after Bug in Ear feedback was introduced. Participants agreed that using a self-instruction manual combined with receiving Bug in Ear feedback was beneficial in learning to implement discrete trial teaching.
Show less
Date Issued
2012
Identifier
CFE0004576, ucf:49203
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004576