Dr. James D. Klein

Survey (n=385) and interview (n=20) study of practitioners on how they facilitate informal workplace learning. Sharing knowledge, materials, and resources emerged as the most common method. The article provides actionable insights for instructional designers, managers, and clients to better support informal learning that drives performance.

Examines perceptions and use of informal learning strategies among graduate students in instructional design and technology. Findings have implications for how academic programs and organizational leaders prepare future practitioners to leverage informal learning effectively.

Investigates effects of collaboration mode (virtual dyads vs. face‑to‑face) and group composition on learning in a computer literacy course. Virtual dyads asked more questions and produced higher‑quality project work, whereas face‑to‑face students performed better on individual posttests. Both modes can be effective, but task type and collaborative structure warrant consideration when designing CMC environments.

A web‑based CBI lesson was built with combinations of objectives, examples, practice with feedback, and review. Versions that included practice yielded significantly higher posttest performance and more positive attitudes than versions without practice, underscoring the central role of practice in CBI design.

Examines how embedded scaffolds and prior achievement influence inquiry and performance in a hypermedia PBL unit with middle‑school students. Groups received no scaffolds, optional scaffolds, or required scaffolds. Students in scaffolded conditions outperformed those without scaffolds on key project components; higher‑achieving students scored better on individual posttests. Required scaffolds produced more organized work products.

Explores how forms of positive interdependence (roles, rewards, roles+rewards, none) and affiliation motive affect online small‑group learning among adult re‑entry students. Roles+rewards increased interaction; interaction correlated positively with learning, though achievement did not differ significantly across interdependence conditions. Attitudes were influenced by interdependence type and affiliation motive.

Positions developmental research as a pragmatic approach for generating usable knowledge from instructional design and development work. Distinguishes two categories of developmental research (context‑specific and more generalizable), and details procedures for problem definition, adapting literature reviews, research design, participant/setting selection, data collection/analysis, and reporting, with examples that align research rigor to practical design goals.

In a high‑school biology CBI program, instructional mode (text vs. audio), illustration mode (static vs. animation), and spatial ability were manipulated. High spatial ability predicted higher practice performance; low spatial‑ability learners reported more positive attitudes on concentration, interest, and mental effort. Animation increased time‑on‑task relative to static illustrations, without consistent learning gains.

Assesses whether the benefits of collaborative learning transfer to computer‑mediated settings. After learning a four‑step problem‑solving process, learners worked in dyads online or individually to address an ill‑defined scenario. Dyads significantly outperformed individuals and invested more time; both conditions showed positive attitudes toward collaboration and transfer.