The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.
A problem in online interpersonal skills training: do learners practice skills
Abstract
One problem found when teaching interpersonal skills online is learners’ lack of opportunity for skill practice. The online learning environment is deficient in face‐to‐face interaction, and opportunities for self‐regulation make it difficult to ensure learners practice skills despite the positive effects of such practice on skill improvement. The purpose of this paper is to identify what factors will influence learners’ skills in online interpersonal skills training. Facilitators and deterrents of skills’ practice in online interpersonal skills training were identified through a case study. Mental practice is discussed as an alternative to physical skills practice in online learning.
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“In addition, VR interaction enhances the enjoyment of learning, thereby promoting user engagement and proactivity (22, 23).”
From A virtual reality-based self-guided training on identification of negative automatic thoughts in healthy adults: a mixed-methods feasibility study (2024) · cites this paper as [23]
Citations
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Sorted by citations
In search of attributes that support self-regulation in blended learning environments
Laer, S. V., & Elen, J. (2016) · Education and Information Technologies · doi:10.1007/s10639-016-9505-x · Cited by 198
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“Panacea this is not: getting the children to properly attend to the skills taught online and actually use them offline is a formidable obstacle (Doo 2006).”
BackgroundEvaluation of a Soft Skills Training Program
Charoensap-Kelly, P., Broussard, L., Lindsly, M., & Troy, M. (2015) · Business and Professional Communication Quarterly · doi:10.1177/2329490615602090 · Cited by 58
“…training professionals agree that a key to improving soft skills is to practice them (Cohen & Rustad, 1998; Doo, 2006; Georges, 1996; Smith, 2007), but the chance to effectively practice the skills in an online training platform can be limited as aforementioned (Cohen & Rustad, 1998; Doo, 2006).”
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“Training programs commonly depend on correspondence between skills—where one skill is directly trained and is expected to result in a transfer of knowledge and learning to a different skill (Doo, 2006).”
Background
Metadata
- Authors
- Doo, M. Y.
- Affiliations
- James Madison University (US)
- Corresponding author
- Doo, Min Young
- ORCID
- Doo, Min Young
- Venue
- Open Learning The Journal of Open Distance and e-Learning
- Publisher
- Informa UK Limited
- Published
- 2006-11
- Volume
- 21
- Issue
- 3
- Pages
- 263-272
- ISSN
- 0268-0513 (ISSN-L)
- 1469-9958
- OpenAlex
- W1965541712
- Cited by
- 20
- References
- 17
- Citations by year
- 2024: 1 · 2023: 2 · 2021: 2 · 2020: 1 · 2019: 1 · 2018: 2 · 2017: 1 · 2016: 2 · 2015: 3 · 2014: 1 · 2013: 1 · 2012: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Open Learning The Journal of Open Distance and e-Learning (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Social Skills and Education
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Keywords
- skill practice, mental practice, self-regulation, face-to-face interaction, online learning
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