The effectiveness of e-learning in promoting knowledge retention and transfer.
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The effectiveness of e-learning in promoting knowledge retention and transfer.
E-learning is a form of learning that takes place via electronic media such as computers, tablets, or mobile devices. It has gained increasing popularity in recent years due to its flexibility, accessibility, and convenience.
Several studies have demonstrated the effectiveness of e-learning in promoting knowledge retention and transfer. For instance, a study by Azzi-Huck and colleagues (2021) found that e-learning interventions were effective in improving knowledge retention and transfer among healthcare professionals. Similarly, a meta-analysis by Means and colleagues (2013) showed that e-learning was more effective than traditional classroom instruction for improving knowledge retention.
One reason for the effectiveness of e-learning is its ability to provide learners with personalized and adaptive learning experiences. E-learning platforms can use algorithms to tailor the learning experience to each learner’s needs and abilities, thus promoting better knowledge retention and transfer. Additionally, e-learning often includes multimedia elements such as videos, animations, and interactive simulations, which can enhance the engagement and motivation of learners and improve their ability to remember and apply what they have learned.
However, the effectiveness of e-learning can be influenced by several factors such as the quality of instructional design, the level of interactivity, the nature of the content, and the learner’s motivation and engagement. Therefore, to ensure the effectiveness of e-learning in promoting knowledge retention and transfer, it is important to consider these factors and design e-learning interventions that are engaging, interactive, and aligned with the learning goals of the learners.
The effectiveness of e-learning in promoting knowledge retention and transfer.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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