CHAPTER SEVEN

Technology-Based
Training Methods
 LEARNING OUTCOMES

 Define and discuss technology-based training,

traditional training, computer-based training, and
e-learning
 Compare and contrast instructor-led and self-
directed learning
 Define and give examples of asynchronous and
synchronous training
 Define and discuss electronic performance support
systems
 LEARNING OUTCOMES

 Define and discuss video, web conferencing,

webinars, webcasts, and virtual classroom
 Define and discuss social constructivism and
generative learning
 Define and discuss social media, Web 2.0 and 3.0
technologies
 Define mobile learning and discuss its use for
training
 Describe how to design computer-based training
programs
 LEARNING OUTCOMES

 Discuss the advantages and disadvantages of

computer-based training for individuals and
organizations
 Discuss the effectiveness of computer-based training
 TECHNOLOGY-BASED
TRAINING
Training that involves using technology to
deliver courses (learning)

Different types of technology-based training have

evolved as technology itself evolves
 TECHNOLOGY-BASED
TRAINING
Different types of technology-based training:
 Web-based training
 Computerized self-study with CD-ROM, DVD
 Electronic performance support system
 Electronic simulation
 Multimedia applications
 Video/audio/tele-conference
 Satellite or broadcast television
See Table 8.1 in text
 TECHNOLOGY-BASED
TRAINING
 In contrast to traditional training, which is training
that does not involve using technology to deliver
learning (regardless of the instructor or learners’ use
of technology in the classroom)
TECHNOLOGY-BASED
TRAINING
 PREVALENCE OF
TECHNOLOGY
 Use of technology for training has increased
 Thus, training technology is becoming more popular
albeit at a relatively slow pace
 Virtual classroom/webcasting/video broadcasting is
most popular
 COMPUTER-BASED
TRAINING
Computer-based training: Training that is
delivered via the computer for the purpose of teaching
job-relevant knowledge and skills

E-learning: The use of computer network technology

such as the intranet or Internet to deliver information or
instruction to individuals
E-learning is a specific type of computer-based
training
 INSTRUCTOR-LED
TRAINING (ILT)
Training methods that involve an instructor or
facilitator who, in the case of technology-based
training, leads, facilitates, or trains online
The degree of involvement of the instructor in ILT can
vary from full control to advisory or resource
 SELF-DIRECTED
LEARNING
Individuals or groups take the initiative and
responsibility for learning and manage their
own learning experience
A major advantage of computer-based training
is that it can be initiated and controlled by the
trainee
 SELF-DIRECTED
LEARNING
Benefits Limitations
 Increased flexibility  May learn wrong things or
 Learn at their own pace learn incompletely
 Learn what is relevant to  Waste time accessing and
their needs finding material
 Become independent with  It takes time to gain SDL
less dependence on formal skills
training
 Learn according to their own
learning style
 ASYNCHRONOUS AND
SYNCHRONOUS

Computer-based training can be asynchronous

or synchronous

Asynchronous: Pre-programmed and available to

the trainee at any time and from any location
 e.g., online course or multimedia program

Synchronous: Live and requires trainees to be at

their computer at a specific time
 e.g., “chat” session or live “webinar”
 ELECTRONIC PERFORMANCE
SUPPORT SYSTEMS

An asynchronous system that provides

information, advice, and learning experience on the
job to improve performance
Information is only accessed when it is needed
Only needed information is given; reduces information
overload
Effective for high-turnover jobs or tasks that are
difficult, infrequent, and must be perfect
Mobile technology applications increase use of EPSS
 VIDEO AND WEB
CONFERENCING
Synchronous training using two-way television,
satellite, or web technology
 Simultaneously training at multiple locations
 Rapid dissemination of content
 On-site facilitator can address challenges with
personal attention for trainees
 VIDEO AND WEB
CONFERENCING
Web technology has created new opportunities for
training over the web
 Webinars are seminars or workshops taking place
over the Web with option for interactive element
 Webcasts are live or recorded audio or video
broadcasts over the Internet; generally one-way
communication
 Both webinars and webcasts can be synchronous or
asynchronous
 SOCIAL MEDIA AND
WEB 2.0
Social Constructivism – An approach to learning that
emphasizes interactive learning environments where
participants and instructor learn from one another
Social Media – The use of technology for sharing and
exchanging information
Web 2.0 – Internet tools that enable communication
and sharing of information and knowledge
Generative Learning – Self-initiated/learner-controlled
collaborative learning in which people in a social
network shared ideas and solve problems
 SOCIAL MEDIA AND
WEB 2.0
Blog – Contains commentary and information on a
subject
Wiki – Webpage or collection of webpages which
users share
Podcast – Short audio or video recording that can be
downloaded and played on mobile device
BENEFITS OF WEB 2.0
TECHNOLOGY
 MOBILE LEARNING
(M-LEARNING)
The use of mobile or portable technologies across
locations for obtaining information and training
 Short videos or information
 Effective for short, two- to six-minute sessions
addressing a single learning point
 DESIGNING CBT
PROGRAMS
 Technology is just the medium for delivering
training and still rely on good design to ensure
effectiveness
 Active practice and conditions of practice, as
well as many of the off-the-job instructional
methods, can be built into computer-based
training
 DESIGNING CBT
PROGRAMS
Other design factors also important:
Computer simulations provide trainees with hands-
on training for a particular task as well as opportunities
to practise and master knowledge and skills in an
interactive environment
Games increase the appeal, encourage practice, and
facilitate discovery of patterns and relationships in the
training material
Role plays make the program engaging and provide
opportunity to experiment and practise
 DESIGNING CBT
PROGRAMS
 Stories that involve dialogue and characters liven up
abstract concepts and increase engagement
 Customization involves tailoring instructional
elements to meet trainee preferences and needs
 Personalization through the use of conversational
language, rather than formal language, helps
trainees feel more engaged in a conversation with
the program
 DESIGNING CBT
PROGRAMS
 Human interaction with instructor and other online
participants through chat rooms and discussion
boards decreases feelings of isolation and increases
motivation
 Feedback is important in increasing learning; can
range from simple prompts to more complex quizzes,
reviews, or interaction with virtual or actual
coach/facilitator
 Additional principles are identified in Trainer’s
Notebook 8.1
 COMPUTER-BASED
TRAINING – BENEFITS
Advantages for trainee:
 Available all the time (just-in-time training)/
convenience/flexibility
 Greater learner control over content, sequence
 Self-pacing allows for progress at own pace
 Greater comfort with own progress
 Trainees learn at work or away from work
 Reduced travel time; greater geographical
flexibility
 COMPUTER-BASED
TRAINING – BENEFITS
Advantages for organization:
 All trainees receive the same training
 Large numbers can be trained in short period
 Traditional constraints are eliminated
 Train across the globe
 Track trainees performance
• Useful for legal documentation
 Increase efficiencies and cost savings
 COMPUTER-BASED
TRAINING

Disadvantages to trainees:
 Less interpersonal contact
 Doesn’t support all learning styles
 Potential computer illiteracy

Disadvantages to organization:
 Resistance to tech-based training
 Cost of development
 EFFECTIVENESS OF
CBT?

• It is 6% more effective than classroom for

declarative knowledge
• Both equally effective for teaching procedural
knowledge
• Blended (includes both) 13% more effective for
declarative knowledge than just classroom alone;
blended 20% more effective for procedural
knowledge than classroom alone
• Demographics, computer literacy, etc. play a role in
these figures
 FUTURE OF COMPUTER-
BASED TECHNOLOGY
The use of technology for learning continues to
advance; yet demise of traditional methods not likely
Key issues:
– When to use technology?
– How to blend it with traditional methods?
– When traditional methods are best?
– Answer lies in:
• Training objectives
• Content of trainings
• Design factors
• Trainee characteristics
 SUMMARY

 Described technology-based training methods

 They serve as a complement to off-the-job and on-
the-job methods
 Discussed distinctions between instructor-led and
self-directed training, and asynchronous and
synchronous training
 Emerging technologies create opportunity as well as
challenge for learning
 SUMMARY

 Discussed factors involved in the design of

technology-based training
 Discussed advantages and disadvantages and the
relative effectiveness of the various methods
 Discussed Web 2.0 learning tools and mobile
learning and their facilitation of social constructivism