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Contents

A Context for Performance (Results) Based Training

1. Embracing evaluation
2. Information is not Instruction!
3. Blended Learning vs. Blundered Training
4. web site: The Encyclopedia of Educational Technology

Learner-Centered Delivery Skills and Systems

1. Practice Makes Performance
2. Certified Performance Technologist
3. Know thy learner: The importance of context in e-learning design
4. web site: Big Dog's Bowl of Biscuits

Delivery Skills that Facilitate Performance

1. E-Learning 101: Tips to make e-learning stick
2. Applying Cognitive Strategies to Instructional Design
3. web site: William Horton Consulting
4. web site: The MASIE Center

The Importance of Feedback, Reinforcement, and Motivational Incentives

1. The Ten Ironies of Motivation
2. Instructional Design: Does it really matter?
3. web site: Thiagi.com
4. web site: The Bob Pike Group

Using Media-Based Delivery Systems

1. Designing web-based telemedicine training for military health care providers
2. Evaluating WBT: Seven lessons from the field
3. web site: United States Distance Learning Association
4. web site: ElementK

Selecting Methods That Compliment Delivery Systems

1. When Choosing Training, the Medium Depends on the Message
2. Re-Visioning Instructional Design
3. web site: The Training Oasis
4. web site: The eLearning Guild

Evaluation Related to Training Delivery Systems

1. Challenges inherent in designing any evaluation
2. Selecting and implementing computer-based training
3. Does the delivery method matter?
4. Training for the long run

Emerging Trends in Instructional Delivery Systems

1. Online distance education - "anytime, anywhere" but not for everyone
2. The brave new world of eLearning
3. web site: IACET.com
4. web site: FastCompany.com

References

 

 

Evaluation Related to Training Delivery Systems

Does the Delivery Method Matter?: Comparing Technologically Delivered Distance Education With On-Campus Instruction

Jeff Hoyt offers readers and extensive examination of delivery methods. He compares CBT, video, television and traditional classroom learning. The article discusses the controversy about whether the delivery method in learning environments affects student learning. Is an instructor repeatedly drilling multiplication tables more or less effective than a computer program? Does a student learn more from listening to the "sage on the stage" or immersing himself in an interactive CD-ROM?

Hoyt presents extensive research about the effectiveness of distance learning, citing a Holmsberg's theory that "the core of learning consists of the interaction between the teaching and the learning parties". Distance education alters the interaction between teacher and student.

Using testing to determine the success of learning also has its problems. Distance learning instructors may only grade final papers or tests while tradition classroom teachers may grade for attendance and class participation. Grading "on a curve" cannot happen with a computer-based program. Truly valid learning results are not yet available as to the success or failure of the eLearning delivery method.

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Hoyt, J., (1999). Does the delivery method matter?: Comparing technologically delivered distance education with on-campus Instruction. Department of Institutional Research. Retrieved April 22, 2003 from: http://www.uvsc.edu/ir/research/distpub.pdf

 

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