CHAPTER EIGHT
Technology-Based
Training Methods
© 2013 by Nelson Education Ltd.
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LEARNING OUTCOMES
 Define and discuss technology-based training,
traditional training, computer-based training, and
e-learning
 Compare and contrast instructor-led and selfdirected learning
 Define and give examples of asynchronous and
synchronous training
 Define and discuss electronic performance support
systems
© 2013 by Nelson Education Ltd.
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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
© 2013 by Nelson Education Ltd.
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LEARNING OUTCOMES
 Discuss the advantages and disadvantages of
computer-based training for individuals and
organizations
 Discuss the effectiveness of computer-based training
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TECHNOLOGY-BASED
TRAINING
Training that involves using technology to
deliver courses (learning)
 Different types of technology-based training have
evolved as technology itself evolves
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TECHNOLOGY-BASED
TRAINING
Different types of technology-based training:

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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
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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)
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TECHNOLOGY-BASED
TRAINING
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PREVALENCE OF
TECHNOLOGY
 Use of technology for training has increased In
Canada over the past decade
 In Canada, 75% of organizations use it to deliver
some type of training
 Canada and the U.S. the use of learning technology
represents 14% of all formal training time
 Thus, training technology is becoming more popular
albeit at a relatively slow pace
 Virtual classroom/webcasting/video broadcasting is
most popular
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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
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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
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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
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SELF-DIRECTED
LEARNING
Benefits
Limitations
 Increased flexibility
 Learn at their own pace
 Learn what is relevant to
their needs
 Become independent with
less dependence on formal
training
 Learn according to their own
learning style
 May learn wrong things or
learn incompletely
 Waste time accessing and
finding material
 It takes time to gain SDL
skills
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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”
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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
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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
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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
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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
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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
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BENEFITS OF WEB 2.0
TECHNOLOGY
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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
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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
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DESIGNING CBT
PROGRAMS
Other design factors also important:
 Computer simulations provide trainees with handson 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
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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
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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
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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
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COMPUTER-BASED
TRAINING – BENEFITS
Advantages for organization:
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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
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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
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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
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FUTURE OF COMPUTERBASED 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
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SUMMARY
 Described technology-based training methods
 They serve as a complement to off-the-job and onthe-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
© 2013 by Nelson Education Ltd.
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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
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