Knowledge retention as a latent outcome measure in distance learning

The effect of interactivity and instructional exposure on learning effectiveness and knowledge retention: A comparative study of two U.S. Air Force Computer-Based Training (CBT) courses for network user licensing

“…Academic studies have measured knowledge retention as some level of knowledge demonstration at some time interval following some type of instruction or training (Haynie, 1997;Rodriguez, et al, 2002;Sanders et al, 2002;Williams and Zahed, 1996;Wisher et al, 2001;Yildrem et al, 2001). In this respect, knowledge retention describes a sustained level of knowledge over time and relative to initial learning (learning effectiveness).…”

“…Although particular types of knowledge exhibit different rates of decline, the general behavior of knowledge retention curves exhibit: a rapid decline shortly after initial training, followed by a continuous slight decline, and finally an asymptotic leveling (Hulse et al, 1980). Several studies have demonstrated that a majority of knowledge loss tends to occur within the first ten weeks after initial training (Wisher, et al, 2001 As mentioned, the majority of studies on CBTs involve a comparison against traditional classroom instruction. This is also the case in terms of studies on knowledge retention in CBTs.…”

“…Literature has stated that practice and learning that is related to, and occurs after, initial training can affect knowledge retention (Wisher et al, 2001). In this study, the concept of related practice/learning beyond CBTs is termed non-CBT instructional exposure and was assessed via a survey instrument.…”

“…This study is aimed at assessing typical end-user instructional exposure and therefore focuses the construct of non-CBT instructional exposure on the domains of awareness and training. It has been noted that knowledge retention is affected by related instructional exposure (Wisher et al, 2001) and therefore is proposed that non-CBT instructional exposure related to NUL and USC/WIAT courses will positively affect knowledge retention. …”

“…It is important to note the potential knowledge retention implications resulting from practice/learning that is both related to and occurs after initial training (Wisher et al, 2001). This concept of practice/learning related to initial training is referred to in this study as instructional exposure.…”