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CHAPTER 8
TECHNOLOGY-BASED TRAINING METHODS
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
OBJECTIVES (1)
Explain how new technologies are influencing training

Evaluate a web-based training site
Explain how learning and transfer of training are enhanced by using
new training technologies
Explain the strengths and limitations of e-learning, mobile technology
training methods, and simulations
Explain the different types of social media and the conditions
conducive to their use for training
OBJECTIVES (2)
Describe to a manager the various types of distance learning

Recommend what should be included in an electronic performance
support system
Compare and contrast the strengths and weaknesses of traditional
training methods versus those of technology-based training methods
Identify and explain the benefits of learning management systems
A FEW STATISTICS
15% of training hours are delivered in a virtual classroom, and 31% are
delivered online
41% of learning hours involve technology-based training methods
86% of companies are using learning management systems
54% of large companies deliver training online, compared to 27% of
small companies
TECHNOLOGY’S INFLUENCE (1)
Employees have greater control over when and where they receive
training
Employees have greater access to knowledge and expert systems
The use of avatars, virtual reality, and simulations make training “real”
Employees can choose the media they like best
TECHNOLOGY’S INFLUENCE (2)
The administration of training can be conducted electronically
Training accomplishments can be easily monitored
Training can be easily delivered to trainees
TECHNOLOGY-BASED METHODS
Jump to TECHNOLOGY-BASED METHODS Long Description
TECHNOLOGY FACILITATES COLLABORATION
Digital collaboration can be synchronous or asynchronous

• Synchronous communication refers to trainers, experts, and
learners interacting live and in real time
• Asynchronous communication refers to non-real time interactions
—learners access information and resources when they desire
them
DYNAMIC LEARNING
Greater interaction between learners and content, trainers, and other

learners
Trainers serving more as resources and coaches
Experts and resources becoming a part of the learning environment
More training via social media
More training via games and exercises
FEATURES OF ONLINE LEARNING (1)
Content—content may include text, video, graphics, and sound
Collaboration and sharing—collaboration and sharing can help

reinforce content
Links to resources—access to other training methods and electronic

performance support
FEATURES OF ONLINE LEARNING (2)
Learner control—leaners can control what, when, how, and with

whom they learn
Delivery—delivery may include internet, intranet, distance learning,

and CD-ROM
Administration—online administration of enrollment, monitoring, and

trainee progress
ONLINE EFFECTIVENESS
Online is more effective than face-to-face for declarative knowledge

Online and classroom are equally effective for procedural knowledge
Learners are equally satisfied with online and classroom instruction
Online is better than classroom for long courses when there’s learner
control, practice, and feedback
Online and classroom are equally effective with similar methods
Trainees who benefit most are those who devote more time
Online learning is not effective for those with low self-efficacy
NEEDS ASSESSMENT
Evaluate if the organization has the technological infrastructure to

deliver training, provide learning resources, and offer technical support
Assess if trainees possess the skills for online learning
RAPID PROTOTYPING
Rapid prototyping could be used to design a program
Refers to an iterative process where initial design ideas are proposed

and provided in rough form in an online working prototype
• The prototype is then reviewed and refined
REFRAIN FROM REPURPOSING
Trainers should avoid repurposing
Repurposing refers to directly translating a face-to-face program to an

online format
Repurposing will likely result in ineffective training
CREATE A LEARNING ENVIRONMENT (1)
Include visuals and text

Explain complex visuals with audio or text, rather than by both
Omit extraneous visuals, words, and sounds
Engage learners through conversational language agents
Explain key concepts prior to full instruction
CREATE A LEARNING ENVIRONMENT (2)
Provide prompts for self-regulation

Provide content in short sequences
Connect modules to engage learners
Provide exercises that parallel the work environment
Distribute exercises within and among modules
Provide explanations to responses on quizzes and exercises
LEARNER CONTROL
Do not allow trainees to control the amount of feedback they receive
Provide practice repeatedly using different high fidelity examples
Allow trainees to control the sequence to receive instruction but not to

skip
Prompt self-regulation
TIME & SPACE
Ensure employees are given time and space for online learning
Managers need to give employees time in their schedules for training,

and employees need to schedule training time away from distractions
Employees should not be required to fit online learning into already

busy schedules
MOOCS
Massive open online courses (MOOCs) are courses designed to enroll

large number of learners, which are free and accessible to anyone with
internet access
More companies are working with MOOC providers to design custom

courses
ADVANTAGES OF MOOCS
Low cost, accessible, and diverse topics
Engaging short lectures combined with interaction
Emphasize application using role plays, cases, and projects
Learning is semi-synchronous
Many offer college credit and certificates of completion
LIMITATIONS OF MOOCS
Participation tends to drop off after two weeks
Completion rates are low, and most students who do complete courses
do not take the credential exam
May not be appropriate for courses where synchronous collaboration is

needed
USES FOR SOCIAL MEDIA IN TRAINING (1)
Provide links to resources such as webinars, videos, and articles related to

new learning content
Help determine future training needs and issues by using tagging capabilities
Reinforce and sustain learning
Use as a coaching and mentoring tool
Link learners before, during, and after a formal training event
Engage Gen Xers and Millennials
USES FOR SOCIAL MEDIA IN TRAINING (2)
Provide content before a face-to-face learning event

Link learners and build communities of learning before, during, and after
training
Share and create videos
Allow multiple learners to edit documents at the same time
Help learners identify who has the expertise they need and gain access
to subject matter experts
Identify who has expertise they need or who knows someone who has it
BLENDED LEARNING (1)
Blended learning combines online learning, face-to-face instruction,

and other methods
Offers the positive features of face-to-face instruction and technology-

based delivery, while minimizing the negative features of each
In comparison to pure classroom learning, blended learning:

• provides increased learner control
• allows for self-directedness
• requires learners to take more responsibility
• is better for teaching declarative knowledge or information
In comparison to pure technology-based learning, blended learning:

• provides more face-to-face social interaction
• ensures that instruction is presented in a dedicated learning
environment
• provides live feedback, which is preferable to feedback received
online
FOOD FOR THOUGHT …
Interestingly, trainees prefer classroom instruction to blended learning,

perhaps because blended courses may be more demanding.
THE FLIPPED CLASSROOM
The flipped classroom is a popular application of blended learning
The classroom is designed for interaction and application; lecturing

occurs online
Instructional content is delivered online and activities, including those

that may have traditionally been considered homework, are moved to
the classroom
GAMES AND SIMULATIONS
Branching story—trainees are presented with a story, make decisions,

and progress based on decisions
Interactive spreadsheet—trainees are given a set of business tools and
make decisions
Game-based—trainees play a video game
Virtual—trainees interact with a computerized representation of the
job
ADVANTAGES OF SIMULATIONS
There is no need for a centralized training location

There is meaningful and engaging content
They provide a consistent message
They can safely put employees in situations that would otherwise be
dangerous
They can yield positive outcomes in a shorter amount of time
GAMES CAN FACILITATE LEARNING IN MANY
RESPECTS
Provide a fun way to learn
Use leaderboards to increase learner motivation by capitalizing on their
competitiveness
Incorporate levels which require learners to demonstrate they are
competent on prerequisite knowledge and skills (by achieving certain
scores) before moving to more challenging content
LIMITATIONS OF SIMULATIONS
High development costs
Absence of human contact
Difficulty for first-time users
May not be taken seriously by all learners
AUGMENTED REALITY (AR) (1)
AR allows trainees to see the physical world around them, but their
view includes virtual media
AR brings digital elements into the physical world to enhance the
information and context that people experience
The major difference between AR and virtual reality is that the physical
reality is always present in AR
AR has several advantages:

• Employees can interact with experts and specialists, view live feeds,
access real-time content all while working
• AR is useful for showing employees what they should do rather
than just telling them
• AR supports other training methods
• AR allows employees to stay updated by accessing most recent
content without having to interrupt their work
There are significant barriers to the widespread adoption of AR

• Companies need to invest between one and three thousand dollars
for headsets or pairs of glasses
• All forms of AR need a bright display, potentially limiting its
application for outdoor work
• Battery life can be a concern because AR uses a lot of power
• Nausea and dizziness can be a problem
MOBILE TECHNOLOGY AND LEARNING (1)
It is an easy way to communicate up-to-date information to employees
It can be useful for enhancing transfer by providing follow-up
It brings training to employees who are mobile
Learners can complete training on their own time and pace
It allows employees to generate content by creating video, taking photos, or

recording an interview and sharing it with others.
Using mobile devices for learning appeals to Millennials and Gen Zs
MOBILE TECHNOLOGY AND LEARNING (2)
It is important to recognize the potential disadvantages of mobile

learning.
• Developers have to consider the device and operating systems that
trainees have
• Trainees may be distracted by texts, phone calls, and alerts on their
devices
• Trainees may be reluctant to use mobile learning if they feel they lack the
skills to do so
• Text and video may be difficult to see via smartphones
ADAPTIVE TRAINING
Training that customizes content based on a trainee’s learning style,

ability, personality, or performance
Adaptations include variety, difficulty, and sequencing of content and
practice
Instruction changes based on trainees’ scores on assessments
completed before training or throughout training
DISTANCE LEARNING (1)
Distance learning is used by geographically dispersed companies to

train and exchange information
Distance learning currently involves two types of technologies
• Teleconferencing—synchronous exchange of audio, video, and text
between two or more individuals or groups at two or more
locations
• Individualized, personal-computer-based training with trainees
participating wherever they have access to a computer
DISTANCE LEARNING (2)
Guidelines for developing a virtual classroom:

• test technology before the first class
• design short modules and assignments
• make learning interactive and interesting
• include media such as video and audio
• limit classroom size to 25 or less
• offer learners multiple ways of interacting with others
TECHNOLOGY FOR TRAINING SUPPORT
Technological support is needed when:

• performance is infrequent
• the task is time-consuming and difficult
• the consequences of error are severe
• information and procedures frequently change
• employee turnover is high
• little time and few resources for training
• employees are responsible for their learning and performance
ARTIFICIAL INTELLIGENCE (AI)
Artificial Intelligence (AI) refers to the development of a system such as

a computer, a computer-controlled robot, or software think
intelligently like humans
AI includes mimicking how we reason, make decisions, ask questions,
and determine value
Machine learning refers to AI systems that learn
Chatbots refer to AI systems which create an automated personalized
conversation with human users
EXPERT SYSTEMS (1)
Expert systems organize and apply the knowledge of experts to

specific problems
Used when problems and decisions exceed an employee’s current skill

set
Help employees make sense of different conditions and keep track of

tasks to be completed
EXPERT SYSTEMS (2)
Expert systems have three elements:

• a knowledge base that includes facts, figures, and rules
• a decision-making capability that draws conclusions from this
information to solve problems
• a user interface that gathers and gives information to the user
ELECTRONIC PERFORMANCE SUPPORT SYSTEMS
An EPSS is an electronic infrastructure that captures, stores, and

distributes knowledge throughout an organization
• Enhances performance in the fastest time possible with minimal
support from others
Includes all software needed to support work, beyond one or two

applications
LEARNING MANAGEMENT SYSTEMS
LMSs are technology platforms that automate the administration,

development, and delivery of all a company’s training programs
LMSs centralize the management of learning activities, track regulatory

compliance, measure training usage, assess employee performance,
and determine training needs
WHAT’S BEST?
Simulations, games, and adaptive training are suited for complex

processes
Online training and MOOCs are suited for facts, figures, cognitive
strategies, and interpersonal skills
If realistic, online training and simulations can be useful for
interpersonal skills
Mobile learning is best suited for facts
Mobile learning and social media are best used as supplements to live
training
WHEN SHOULD TECHNOLOGY BE USED?
There is an adequate budget and resources

Trainees are geographically dispersed and travel costs would be high
Trainees are comfortable with technology
Use of new technology fits into the organizational culture or business
strategy
Employees would have a difficult time attending traditional training
Appendix of Image Long Descriptions
TECHNOLOGY-BASED METHODS Long Description
This slide presents the wide range of technology-based methods in different boxes (from left to right, top to bottom):
E-Learning
Webcasts
Podcasts
Mobile Learning
Blended Learning
Wikis
Distance Learning
Social Media
Shared Workspaces
RSS Feeds
Blogs
Microblogs
Chat Rooms & Discussion Boards
MOOCs
Adaptive Training
Machine Learning
Augmented Reality
Artificial Intelligence
Jump back to TECHNOLOGY-BASED METHODS

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CHAPTER 8

TECHNOLOGY-BASED TRAINING METHODS

Explain how new technologies are influencing training

Describe to a manager the various types of distance learning

Employees have greater access to knowledge and expert systems

Employees can choose the media they like best

The administration of training can be conducted electronically

Training accomplishments can be easily monitored

Training can be easily delivered to trainees

Jump to TECHNOLOGY-BASED METHODS Long Description

Digital collaboration can be synchronous or asynchronous

Greater interaction between learners and content, trainers, and other

Content—content may include text, video, graphics, and sound

Collaboration and sharing—collaboration and sharing can help

Links to resources—access to other training methods and electronic

Learner control—leaners can control what, when, how, and with

Delivery—delivery may include internet, intranet, distance learning,

Administration—online administration of enrollment, monitoring, and

Online is more effective than face-to-face for declarative knowledge

Evaluate if the organization has the technological infrastructure to

Assess if trainees possess the skills for online learning

Rapid prototyping could be used to design a program

Refers to an iterative process where initial design ideas are proposed

Trainers should avoid repurposing

Repurposing refers to directly translating a face-to-face program to an

Repurposing will likely result in ineffective training

Include visuals and text

Provide prompts for self-regulation

Do not allow trainees to control the amount of feedback they receive

Provide practice repeatedly using different high fidelity examples

Allow trainees to control the sequence to receive instruction but not to

Managers need to give employees time in their schedules for training,

Employees should not be required to fit online learning into already

Massive open online courses (MOOCs) are courses designed to enroll

More companies are working with MOOC providers to design custom

Low cost, accessible, and diverse topics

Engaging short lectures combined with interaction

Emphasize application using role plays, cases, and projects

Many offer college credit and certificates of completion

Participation tends to drop off after two weeks

May not be appropriate for courses where synchronous collaboration is

Provide links to resources such as webinars, videos, and articles related to

Provide content before a face-to-face learning event

Blended learning combines online learning, face-to-face instruction,

Offers the positive features of face-to-face instruction and technology-

In comparison to pure classroom learning, blended learning:

In comparison to pure technology-based learning, blended learning:

Interestingly, trainees prefer classroom instruction to blended learning,

The flipped classroom is a popular application of blended learning

The classroom is designed for interaction and application; lecturing

Instructional content is delivered online and activities, including those

Branching story—trainees are presented with a story, make decisions,

There is no need for a centralized training location

High development costs

Absence of human contact

Difficulty for first-time users

May not be taken seriously by all learners