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Summary: |
Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness |
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Name: |
Heather Greenberg |
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Date: |
February 25, 2010 |
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Reference: |
Pang, K. (2009). Video-driven multimedia, web-based training in the corporate sector: Pedagogical equivalence and component effectiveness. IRRODL - International Review of Research in Open and Distance Learning, 10,(3). Retrieved February 9, 2010, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/44/be/69.pdf |
There is a dearth of research on the effectiveness of online training for professional development. Organizations show a bias toward instructor-led training; it is perceived as being more effective. To convince organization to consider online training, proof of it's effectiveness for teaching job-related skills is critical.
The author's hypothesis is that participants in an instructor-led training program will have the same knowledge gains as those in a video-driven multimedia, web-based training program (online training program). In addition, the author is interested in assessing the effectiveness of components of both training programs such as handouts and interactivity.
There were 38 participants. Nineteen were quasi-randomly assigned to the experimental online training group. The other 19 were in the instructor-led control group. Though the participant's characteristics varied, the groups were equivalent. Most participants were well-educated, experienced business owners or managers who were very comfortable using computer applications.
During the training, one group had traditional, face-to-face training and the other had a video-driven multimedia web-based program. Both groups had the same:
For the questionnaire and test, the content was the same for both groups, but references to the training media reflected the training media used by the participant.
The dates of the study were not published in the article.
The results show that competency-based training in an instructor-led or video-driven multimedia interactive learning environment resulted in equivalent learning. The web-based group scored slightly higher on the post test than the instructor-led group.
Participant feedback showed that they found the handouts and interactivity in the web-based learning environment more effective in contributing to their learning than the same components in the instructor led environment.
I found these results fascinating given how strongly many organizations cling to their instructor led training, claiming it is more effective than online training.
Organizations avoid using online training for a variety of reasons. In an organization that is loathe to use online training because it is perceived as ineffective, these research results could be a powerful tool in persuading them to change. For organizations that are using online training but not offering a variety of supporting components (such as job aids and interactivity), the participant feedback on the usefulness of these components could be used to show how important they are for learning.
Further research that looks into different types of online training, with and without various components, would be useful for continuing the dialog with organization's reticent decision-makers.