ANSWER GEEK
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QUESTION
What are the criteria for determining when e-learning versus instructor-led training is appropriate?
ANSWERS
Martin
The first step is to determine what type of skills or knowledge needs to be imparted to learners. We often know intuitively, as David Brooks writes in Web-Teaching, that “certain kinds of teaching and interaction require face-to-face meetings and cannot be conducted electronically.” In a Learning Circuits E-learning 1.0 column, “Tips to Make E-learning Stick,” Susan Boyd says to “consider whether topics need in-person interaction and support (face-to-face), require guided instruction and facilitation (synchronous e-learning), or can be done independently with minimal support (asynchronous e-learning).”
In Web-Based Training, Margaret Driscoll spells out that “Web-based training is not the solution for every training problem, but it is appropriate for teaching certain skills and imparting particular kinds of knowledge, such as software applications, management skills, or business writing.” Driscoll goes on to discuss different types of learning and indicates that cognitive skills, such as completing a tax form, are well-suited to e-learning, but that psychomotor (hitting a golf ball) and attitudinal skills (valuing diversity) are not as well suited.
Yakimovicz
A few criteria I use:
E-learning
● The content can be reused repeatedly (revision of e-learning is tedious and costly).
● Enough time is available for development or good off-the-shelf programs are available (e-learning often takes longer to create).
● The audience is separated either by geography or time (e-learning can work well for training multiple shifts).
● Skill can be built through practice online.
● The organization is time-bound and can spare little time for training.
● The topic can be split easily into subsections for start-and-stop learning.
● The organization supports and values e-learning.
● Resources are available for development (software tools, instructional
design skills, and so forth).
Classroom training
● The content is specific to a job function or group of performers and may change.
● Little time is available for development, but content knowledge can be readily tapped and delivered.
● The audience is in one place.
● Job performance would benefit from participants’ face-to-face interaction.
● Skills need to be learned using materials or tools not available online, or not easily simulated.
● The organization is willing to take the time for classroom training (can spare a group of employees at the same time).
● Skill development requires a large amount of time at once.
● The organization isn’t committed to the value of e-learning (for example, a small organization in one location with little training budget).
● The in-house training staff is quick to develop high-quality classroom programs.
Irbe
I’ve composed this chart from the Answer Geek archives. (Answers from Donna McIntire, Lillian Swider, and Dean Turner.)
|
Training Solution |
Definition |
Strengths |
Weaknesses |
|
Classroom/
Face-to-Face
(F2F)
|
Traditional way to train. The
instructor is in the same geographical
location at the same time as the learner. |
• live interaction in real time |
•less individualized attention
• instructor-driven, not learner-centered
|
|
Distance
Education
|
Correspondence courses. The instructor and learner are not in the same
geographical location. Methods of delivery include regular mail, satellite, Internet. |
• flexible means of receiving training
• accessible to more learners
|
• not always technology-based
|
|
Computer-
Based Training
(CBT)
|
Training delivered via CD-ROM, disk, or network. Usually self-contained and self-paced. |
• self-paced learning
• a more flexible way to provide
and receive training
|
• expensive to continuously update and
redistribute CD-ROMs or disks with new materials
|
|
Electronic
Performance
Support System
(EPSS)
|
Online, interactive help (for example, the paper clip in MS Word). Usually provides step-by-step instructions. |
• 24/7 help
• instant answers to specific questions
or issues
|
• no human interaction
• little educational value-add
|
|
Web-Based
Training (WBT)/
Online Learning
|
Training via the Internet. Methods of delivery include downloads, streaming
multimedia (video, audio, slide show,
and/or animation).
Two types: synchronous (real- time) or
asynchronous (delayed). |
• increased potential to develop and
add new training
• easy to update content
• a more flexible means of providing
and receiving training
|
• creation of totally new course
materials necessitates increased
development time
|
|
E-learning
|
Most recent addition to the list of terminology. Can be synonymous with WBT, but is often more focused on accelerated knowledge sharing and preservation of intellectual capital. |
• increased potential to develop and
add new training
• a more flexible means of providing
and receiving training
|
• creation of totally new course
material necessitates increased
development time
|
|
Blended/
Integrated
|
Mix of delivery methods (for example, a
F2F classroom course supplemented by
online components) |
• flexible
• higher comfort level for some
learners |
• creation of totally new course
material necessitates increased
development time
|