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Running Head: CRITICAL: THINKING QUESTIONS

Critical Thinking Questions: Week 1


Keith C. Quarles
EDU656: Technology Solutions for JIT Training & Learning (MRY1502A)
Larry Simmons
1-12-15

Running Head: CRITICAL: THINKING QUESTIONS

E-Learning through JIT


The textbook discusses e-learning, while the article addresses the importance of training and
learning with a JIT approach. What is the value of e-learning in JIT training/learning? E-learning in
JIT training/learning provides random access to information gathered through online collaboration
which can be used when most needed. According to Weintraub and Martineau (2002),
Eventually, when we expect to reap the benefits of cross-organizational databases and content
management and collaboration systems, the standards will be necessary. In the meantime, as we
offer bodies of knowledge to targeted communities of employees, we can invest in JIT
techniques that provide immediate and satisfactory return. (p. 56).
Thus, the totality of the learning environment can benefit from each of the stakeholders input in the
form of collaboration through e-learning. The fact that JIT is based on timeliness spurs the designer to
align technology with the tasks/objective at hand and in consideration of the diverse array of
teachers/learners in the environment.
What is the value of the JIT approach when it comes to training/learning, in general? In
general, the value of the JIT approach with e-learning is the availability of information at the time
when it is most need, JIT programs may use technology to enhance research and discovery which leads
to positive learning outcomes and the understanding of technologys role in training/instruction.
Similar to when warehouses downsize inventory on hand which may be perishable or costly to store,
JIT makes e-learning environments readily adaptable to changes in learning needs and environment at
the click of a mouse which requires less storage space in the brain for information which in turn allows
for more room to process information with less strain on the brains cognitive resources.
Pitfalls of E-Learning
What does the textbook say about the Pitfalls of E-Learning? The textbook explains the pitfalls
of e-learning objectively and in plain English! The things that make e-learning son powerful also

Running Head: CRITICAL: THINKING QUESTIONS

make it vulnerable to elements that prohibit learning. Too much/not enough of a good thing, goal
disorientation and misguided/haphazard internet learning are pitfalls to e-learning (Clark and Mayer,
2010). Thus, designers must be aware of detractions from the brilliance on JIT designs that may be
inherent to the method by its nature.
How do these compare with the issues to be resolved in JIT learning that are identified in the
article? In the article there are signs that pitfalls do exist in JIT solutions. We can evaluate the short
term impact of JIT in controlled learning environments by completing the checklist of stated learning
objectives but the challenge lies ahead to measure the impact of JIT in emergent learning situations
( Weintraub and Martineau, 2002). Thus, inability to evaluate the impact of JIT in emergent situation
potentially threatens the ability to keep sight of goals designed to produce learning outcomes.
Weintraub and Martineau (2002) asks, Does quality have to be sacrificed in order to satisfy the need
for speed (p.7). Thus, sacrificing quality could produce not enough of a good thing while concerned
with the speed of the JIT solution. These two pitfalls are mentioned in both the text and in the article if
one considers the ramifications of the challenges to JIT training in relative terms.
Literature Review on Learning
According to the textbook, what are five questions that must be considered when reading
research studies on learning? The following list consists of five questions to consider when reading
research findings/literature.:
1. How similar is the sample population (test group) to the mean population (learners)?
2. Are conclusions based on scientific empirical research design?
3. Do other studies replicate and/or resonate with the findings of this study?
4. Do evaluations measure applied knowledge instead of memory recall assessment?
5. Does the data analysis/interpretation represent statistical significance of outcomes at <.05

Running Head: CRITICAL: THINKING QUESTIONS

and effect size <.5? (Clark and Mayer, 2002). Thus, certain questions must be addressed which in
effect scrutinizes the choosing of literature, evaluation/empirical study methods and the populations
that are chosen particularly for the study.
Explain why it is important to base decisions on good research when it comes to designing
learning: It is important to base decisions/strategy on good research because the lack of good research
can lead the decision-making in the wrong direction. Literature review as a part of the strategy to
ensure the integrity of the decision-making process provides a background for evaluating useful
information from information that may be related but not suited for the purpose of the designer or
unmet educational need. Thus, secondary sources of knowledge which may be accessed through
technology such as the internet may be used to support assertions from researchers on the significance
of the study, the experimental process and interpretation of the findings of the study.

Running Head: CRITICAL: THINKING QUESTIONS

References
Clark, R. C. & Mayer, R. E. (2011). E-Learning and the science of instruction (3rd ed). San Francisco.
Pfeiffer
Weintraub, R. S. & Martineau, J. W. (2002). The Just-in-Time imperative. T+D 56(6), 50-58. Retrieved
from EBSCOhost.

References
Clark, R. C. & Mayer, R. E. (2011). E-Learning and the science of instruction (3rd ed). San Francisco.
Pfeiffer