A Model for Self-Paced Technology-Based Training
By Jackie Dobrovolny

Here’s a model for how adults learn from self-paced, technology-based corporate training.

Did you ever wonder how adults learn from self-paced, technology-based corporate training? What do these learners do to make the content personally meaningful? How do they learn to apply it on the job? What features of a self-paced, technology-based course do they find particularly valuable? Should instructional designers assist or prohibit learners from changing or customizing the course? Over the next three months, I will present a model, as well as information and examples, to answer these questions and more importantly, discuss the implications for designing and developing effective self-paced, technology-based corporate training.

The model is based on a research study I conducted with employees from several large international corporations. Each study participant selected a different career-relevant, self-paced, technology-based course offered by his or her corporation.

Self-paced, technology-based instruction vs. e-learning

Before describing the model of how adults learn from self-paced, technology-based instruction, I want to compare e-learning with self-paced, technology-based instruction. In July 2003, the Learning Circuits article by Jennifer Hoffman outlined five factors that create success for e-learners. One success factor is the skill of the online instructor and another is collaborative interaction. In other words, effective e-learning includes a skilled instructor and some type of organized group activities, such as student projects and participation in discussion forums.

On the other hand, self-paced, technology-based instruction doesn’t include an online instructor or organized group work. E-learning courses are more group-paced than self-paced. Accordingly, the design of e-learning courses is different than the design of self-paced, technology-based courses.

However, both types of instruction occur within the context of a corporation, and because that context has a significant impact on learners, it’s important to understand that context. For example, adult learners take self-paced, technology-based corporate training in the context of their employment, and they usually engage in conversations about the course with colleagues and managers. These discussions may be peer-to-peer or learner-to-mentor and are similar in their focus and goals to threaded discussions in an e-learning course.

Additionally, most corporate employees only take self-paced, technology-based training when they need new information or skills to successfully complete a recently assigned task or project. Thus, employees typically apply their new skills within a few hours or days of taking the training. This just-in-time context creates an authentic learning environment where the learner’s work group often provides collaborative interaction.

The model

Figure 1 is a model, based on the research described above, that shows the process adult learners follow when taking self-paced, technology-based corporate training. The model indicates that learning begins with and is sustained by self-assessment and self-correction (metacognition). Learners repeatedly assess their understanding using both internal self-assessments and any self-check questions, simulations, or practice exercises included in the course.

Figure1: Dobrovolny Model

© J. Dobrovolny. All rights reserved.

The “I understand” decision. When a learner’s self-assessment is positive (meaning: “I understand”), they continue to read and reflect on the usefulness, relevancy, and big picture of the course content (see the box to the right of the Metacognition diamond in the model). They also reflect on the degree to which the course content applies to their current and future responsibilities, and they often visualize how they can apply their new knowledge to solve a problem or improve their efficiency.

The “I’m confused” decision. When a learner’s self-assessment is negative (meaning: “I’m confused”), they use three different strategies to resolve their confusion (see large diamond in the middle of the model). First, and most important, adult learners look for similarities and differences between the content and their prior experiences. The differences they identify are typically past problems with terminology or misconceptions of how something worked. The problem is resolved when information in the course clarifies the definition of a term or acronym or resolves a misconception.

A second strategy adult learners use when they’re confused about course content is to reflect on the degree to which the confusing information could meet their current needs if they understood it. In determining the relevancy of specific content, adult learners often look for the big picture. If the course doesn’t contain an advance organizer--which ideally helps learners understand the big picture in terms of describing the relationship between the main points in the ensuing instruction, linking the content to learners’ prior experiences, and providing an example of how learners’ can apply the content--adult learners typically spend time trying to create their own advance organizer. They often use section headings and tables of contents to help them understand the big picture. They also reflect on their prior experiences to visualize how the new content solves a problem, answers a question, or at least relates to an experience they had in the past.

The third strategy adult learners use when their self-assessment is negative is to focus on terminology. Terminology is an important aspect of both metacognition and linking new information to prior experiences. That is, part of our metacognition is assessing our understanding of terms and acronyms. Part of linking our prior experiences to the course content is learning the definition of a term we heard in the past but had not completely understood.

In other words, adult learners try to resolve their confusion by linking the course content to their prior experiences, reflecting on the usefulness of the course content, and looking for terminology in the course which they encountered in the past.

The “work on it some more” decision. If one or a combination of these three strategies resolve the learner’s confusion, they continue reading and reflecting on the course content (see the box to the right of the Metacognition diamond in the model). Conversely, if learners remain confused, they will make a decision about how important it is to continue to struggle (see diamond labeled Work on it some more? on the left side of the model). Sometimes, adult learners decide to skim over a confusing section because they see no practical application of the confusing information.

Other times, adult learners decide the information is important and they continue to try to resolve their confusion. As the box in the lower left corner of the model indicates, adult learners use one or more of four different strategies to try again to resolve their confusion:

The “need a job aid” decision. Typically, adult learners are concerned about their ability to remember new information in a self-paced, technology-based course. They’re concerned not only about their memory skills, but also about the future availability of the course. Learners deal with this insecurity by creating a job aid (see diamond near the middle of the model labeled). A job aid may be a hard copy of the course or it may be the learner’s hand-written notes. Either way, the job aid is typically a paper-based document learners intend to use to help them remember the new information.

The “finished with course” decision. Once adult learners complete their self-paced, technology-based course (see diamond on the right side of the model), the course becomes another prior experience. On the job they may think about, talk about, and/or apply their new skills. They also continue to self-assess and self-correct based on authentic experiences, reflections, and conversations, (see the five boxes in the lower right corner of the model). Sometimes, something in the learners environment triggers a flashback and they will recall how a section of the course relates to their current experience. Sometimes, learners ask or answer a question about the course content. Sometimes they discuss problems with colleagues that can be solved using specific concepts or procedures described in the course. And sometimes learners teach colleagues something they learned in the course.

It’s important to note that this model doesn’t assume that learning ends when learners complete a course. Likewise, it doesn’t assume that learners read all sections of a course. The “finished with course?” decision diamond reflects the learners’ decision that they’re done with the course. Perhaps this is because learners mastered what they needed to know and they aren’t interested in the other sections of the course. Perhaps the learners are frustrated with the course and don’t want to work on it any more. Perhaps the learners have, in fact, completed all sections of the course. For whatever reason, when adult learners decide they’re finished with the course, they continue to reflect on what they learned, discuss the course content with colleagues, and apply whatever content was relevant to their employment responsibilities. This means that the learning process begins when adult learners engage in metacognition at the beginning of a course and it continues after they finish the course.

Instructional design implications

What are the implications of this model? What does the model suggest in terms of effective instructional design of self-paced, technology-based corporate training?

Instructional design implications for metacognition activities. Given the importance of self-assessment and self-correction to adult learners using self-paced, technology-based training, a design recommendation is to provide frequent opportunities for learners to self-assess and self-correct. This includes frequent embedded questions or self-checks, practice exercises, or hands-on simulations. To enable learners to self-correct, it’s important to include evaluative feedback, as well as the correct answer. You can either provide the correct answer or a link back to the section in the content where the learner can find the correct answer. You also can allow learners more than one attempt on self-assessment exercises. If they answer the exercise incorrectly, provide additional instruction--in the form of a hint that refers to content the learner has just read or to prior experiences of the learner, perhaps--and ask them to try again to answer the question.

Typically, self-paced, technology-based corporate training doesn’t include as many opportunities for self-assessment and self-correction as learners would like. Perhaps that is because writing challenging and appropriate questions, practice exercises, and hands-on simulations, including feedback, is difficult, time consuming, and expensive.

Instructional design implications for content review. Closely related to self-assessment and self-correction, is the process of reviewing or re-reading instructional content. Adult learners frequently review instructional content as part of their metacognition while taking a self-paced, technology-based course. Additionally, adult learners often return to a course they’ve completed to refresh their memories or answer a question that arises as part of their work. The implication is that designers of self-paced, technology-based corporate training should assume that courses need to function not only as training but also as post-instructional memory aids or electronic performance support systems (EPSS).

To make reviewing easy and efficient, self-paced, technology-based corporate training should be easy to navigate. It should include a table of contents, a searchable index, and a site or content map. It also should offer section summaries and headings, a glossary, and a search capability. A simple navigation schema, which enables learners to go to any section or sub-section, is another essential feature to enable easy reviewing.

Another aspect of designing for easy review is to include a print feature that allows learners to make hard copies of individual sections, visuals, or the entire course. A print feature allows learners to create a job aid, which they can use to review the course content.

Instructional design implications for examples. While self-assessment and correction are the most important learning strategies for adult learners, examples are valuable tools. One reason examples are so vital is because adult learners use examples as part of their self-assessment and to check their understanding. They compare the examples in the course with prior experiences--looking for similarities and differences. They also use examples to assess the relevancy of the content. Designers of self-paced, technology-based corporate training should develop examples and analogies that help learners link their prior experiences to the course content or help them visualize how they can use the course content in the future. I will describe how best to design and use examples in the upcoming articles, but for now consider that in addition to the examples included in the instruction, adult learners typically create their own examples, based on their prior experiences.

Instructional design implications for relevancy. In addition to examples, designers can use reflection questions throughout a self-paced, technology-based course to help adult learners understand the relevancy of the content and its connection to their organizational responsibilities. For example, at the beginning of a course or section of a course, a designer might ask, “Did you ever wonder….” and then complete the sentence with the goal or objective of the course or section. That technique was used at the beginning of this article. What were you thinking after you read each of those questions in the first paragraph?

In addition, designers can start a course or section with an example or case history, followed by a statement that asks learners to think about that example throughout the subsequent instruction. Similarly, at the end of a course, designers can ask such reflection questions as, “Which of the concepts or procedures in this course can you use in the next few days? Which concept or procedure will improve your efficiency in the next week?” While skeptics might argue that learners won’t stop to answer reflection questions or follow the suggestions provided, my research suggests that they do. In some cases, learners will employ this technique even when they’re not asked to do so.

Instructional design implications for terminology. Terminology is an important component of self-paced, technology-based corporate training. As part of self-assessment and self correction process, adult learners compare definitions in the course with either their own definitions of the same or similar terms and their prior experiences with those terms. Terminology is often the focus of conversations learners have with colleagues and mentors. Defining acronyms and technical terminology is a common design practice. In self-paced, technology-based training, designers can easily provide roll-over definitions or links to a glossary each time they use an acronym. Given the importance of job-aids and learners insecurity about their knowledge and the availability of the instruction in the future, it’s important to allow learners to print a paper copy of the glossary.

Instructional design implications for “the big picture.” Adult learners want two different types of big picture information. First, adult learners want to know the big picture within the content. This type of big picture information is an integral part of an advance organizer, but many self-paced, technology-based courses don’t contain advance organizers. An effective advance organizer helps learners understand the big picture by describing the relationship between all the main points in the ensuing instruction, helping learners link the content to their prior experiences, and having learners visualize how they can apply the content in the future. All self-paced, technology-based training should include an advance organizer at the beginning of the course and at the beginning of each major section of the course. This reinforces the big picture. It also works as a zoom lens where learners see the big picture, then the details, then the big picture again. For learners who chose to jump around in a course, they may see the details, then the big picture, then the details again.

The second type of big picture information adult learners revolves around the structure or design of the course. For example, a specific self-paced, technology-based course is divided into four sections. The first section is a brief history of the content. The second section provides examples of how the content is used. The third section provides a description of the procedure learners are trying to master. The final section is a simulation learners use to practice the procedure.

At the beginning of the course, the designer describes the four sections in terms of their goal and role in the instruction. Some learners may decide to start with the examples or the simulation, some learners may start with the description of the procedure, and some learners may start with the history section and then jump to the examples. Adult learners typically know what they need to learn and sometimes want to jump around rather than accessing the information linearly. Consider that learning is a process of personalizing the content so self-paced, technology-based corporate training should allow learners to pick and choose, move around, and customize it to meet their needs. Indeed, I suspect that some of you didn’t read this article from top to bottom but jumped around to find information you could use or that you found particularly interesting. Good decision.

Bottom-line

This model of how adults learn from self-paced, technology-based corporate training implies that designers should always include the following:

Next month, we will take a closer look at specific strategies adult learners use to facilitate their metacognition, reflection, links to prior experience, conversations, and authentic experiences. Again, the goal will be to identify effective instructional design strategies and techniques for self-paced, technology-based corporate training. See you in October!

Published: September 22, 2003