The work between policy and practice
Road safety progress depends on more than commitments. It requires sustained action, strong partnerships, and accountability to ensure that policies…
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The report can be downloaded here and finds that presenting online, as if trainees are in the same room, does not work. For the best outcomes, ‘super rich’ online learning environments need the course length, group size, interactive elements and more to be ‘just right’.
It pulls together knowledge from the last three years to understand the changes involved in new ways of delivering training.
The report finds that presenting online, as if trainees are in the same room, does not work. For the best outcomes, ‘super rich’ online learning environments need the course length, group size, interactive elements and more to be ‘just right’.
The authors also outline the challenges instructors can face when teaching online – such as avoiding distracting virtual backgrounds and encouraging interaction with trainees via a quiz and informal chat. Instructor feedback should also be carefully managed: being criticised in your own home is more threatening than in a classroom.
Lead researcher, professor David Crundall, Department of Psychology at Nottingham Trent University’s School of Social Sciences, said: “While the rapid shift to online delivery has been largely successful, it is vital that driver safety courses are effective and engaging to improve road safety.
