Components of Internet-based Training:The Basics • Web pages • E-mail • Chat rooms • Mailing lists/Listserv Discussion Groups • Newsgroups • Telnet • File Transfer Protocol (FTP)
Components of Internet-based Training:Advanced • Intranets • Bulletin Board Systems • Integrated Distributed Learning Environments • Videoconferencing • Electronic Performance Support System • MUDS and MOOS
Learning Theory & Instructional Design: Behaviorism • Identify the desired terminal behavior • Identify subordinate behaviors • Based on subordinate behaviors, decide on prerequisites • Specify performance objectives for subordinate behaviors • Develop test items for the specific performance objectives • Develop the instructional materials • Evaluate the effectiveness of instruction
Learning Theory & Instructional Design: Constructionism • Define the boundaries of learning goals. • Identify specific cases. • Identify the most important themes/perspectives. • Map multiple paths through cases to illustrate themes. • Provide learner-controlled access to cases.
"Good" Internet-based TrainingEnhances motivation • Training materials are appropriate to ability/skill levels. • Material is organized into learnable units (chunks). • Opportunities for learner self-evaluation. • Job-relevance of training is clear. • Successes are rewarded. • Training experiences are involving.
"Good" Internet-based TrainingEnhances learning • Training materials capture and retain attention. • Learning objectives are clearly stated. • Appropriate complexity and speed of materials. • The "big picture" is always clear to the trainee. • Material is organized into learnable units (chunks).
"Good" Internet-based TrainingEncourages the desired behavior • The desired behavior is modeled. • Feedback and reinforcement are provided. • Trainees role play the desired behavior.
"Good" Internet-based TrainingIn general • Focuses on the trainee. • Focuses on how to accomplish the learning objectives. • Allows the trainee to interact with the learning material. • Provides frequent and clear feedback. • Provides alternative paths to learning. • Allows the trainee to determine the path to learning. • Treats the trainee with respect and consideration.
Typologies of Internet-based Training Two-dimensional typology Synchronous (instructor-facilitated) - Static (text-based) Synchronous (instructor-facilitated) - Dynamic (interactive Web) Asynchronous (self-paced, self-directed) - Static (text-based) Asynchronous (self-paced, self-directed) - Dynamic (interactive Web)
Typologies of Internet-based Training Typology based on cost/complexity (low end to high end) • E-mail only, text only, slide shows • Drill and practice • Trainee-selected pathways • Prepared (canned) simulations • Interactive simulations
Advantages of Internet-based Training • For the trainee: • self-paced, self-directed training anytime, anywhere • opportunities to explore topics in depth (i.e., links) • material is "edutaining" (educational and entertaining) • freedom to express oneself (i.e., ask questions)
Advantages of Internet-based Training • For the organization: • versatility with respect to trainees and training topic • ability to train anytime, anywhere • reliability (same training to everyone) • ease of making and delivering revisions, updates • links to related resources (avoids duplication of efforts) • cost effective (faster, better learning at less cost)