choosing a learning medium

Section 1: CHOOSING A LEARNING MEDIUM

Introduction

In the fast-paced world of information technology, you face new challenges everyday. A learner needs to be appropriately trained to meet these challenges. This is the reason why most of the organizations spend extensively on training.

Training involves teaching skills to students who have specific goals. Traditionally, training delivery meant that a trainer stood in front of a classroom and presented material to participants. In live, instructor-led training, the trainer uses manuals, exercises, and classroom presentations to help ensure that participants learn the material and attain the learning goals.

With the development of e-learning and distance learning, methods of training delivery have expanded. Now, people can participate in learning experiences while still at their own desk. They can learn material by a self-paced CBT or WBT, or they can join an online learning classroom led by a trainer as part of a synchronous courseware solution.

While analyzing the effectiveness of any training, many mangers often ask the question “What is the best strategy for learning, is it instructor led or Web based?” When its time for training, a manager wants to use the most convenient medium of training. To be able to appreciate the difference between the different learning medium and evaluate the learning effectiveness you first need to differentiate the types of Learning.

Self-paced vs. Synchronous Learning

Learning can be self-paced or synchronous. In self-paced learning, the learner accesses and proceeds through the training individually. Synchronous learning is often considered a method of distance learning since an instructor is still an active part of the training process. The table below compares the two forms.

Self-Paced Synchronous

Learning Environment Tutorial Virtual classroom

Training Delivery Recorded media (CBT, WBT, audio/video)

Live presentation

Software Required Web-browser or courseware reader

Courseware or conferenceware application

Instructor No (mentor or help desk may be available)

Yes (may also be an asst. instructor or technologist)

Training Location Learner’s desktop Learner’s desktop

Course Delivery Whenever the user accesses Courses scheduled and announced

Class Size Individual Varies

Training Need Analysis

Gone are the days when training meant classroom training only. Technological advancements have enabled an organization to choose between self-paced and synchronous training. However,

Confidential 4/8/2023

the selection of a training medium depends on the need for training. Thus, any organization planning training needs to first decide on its training requirements. This necessitates a formal training need analysis done by the organization.

Here are five basic steps that can help an organization analyze its current environment and make informed and sound needs assessment decision.

1. Analyze the Situation: The most important step in choosing training is understanding what the organization needs. Too often, businesses opt for too little, too late in employee training. This leaves employees with incomplete or inappropriate solutions. Therefore, it is best to perform a training needs analysis early in the process and to allow an experienced training consultant to assist. Any organization analyzing training needs should focus on the following questions:

What major changes are we making in our business process?

How do these changes impact our employee's job functions?

What information and training will our employees need to continue being successful in their jobs?

How will our employees best accept and integrate this information and training?

How do our employees learn?

How can we get this information and training to our employees?

2. Evaluate the Training in Place: Even if the organization does not have a formal training department, it will most likely already have some employee training materials. These can include manuals, new hire orientation materials, CBTs, online references, and so forth. These materials can and should become an integral part of any new training solution. Review the procedures an organization already has in place, and be prepared to adapt them to the new training needs.

3. Identify Gaps: An organization itself is the best source of information on the current business practices and change initiatives. However, the organization may not have the internal resources to prepare and deliver training, or to perform other tasks involved in the training initiative. Identify what the company can and cannot provide so that it knows what it needs when looking for assistance.

4. Assess Options: Once an organization knows what it needs, it should assess various options. There are content development companies and individual consultants waiting to tend to an organization’s training needs, and it is likely that several will fit an organization’s budget. Any organization considering outsourcing training material development usually considers the following questions:

Does this company or individual have a proven track record of satisfied customers?

Will they work well with your business culture?

Will they be able to fill in all the gaps you have identified?

Can they provide you with multiple training options?

5. Choose Solution(s): An organization chooses the consultant or company that can best meet its training needs. The content development company or consultant chosen by the organization may identify issues, gaps, or existing solutions the organization may have


initially overlooked. After all, training is what these content development companies do best, and their suggestions can help an organization better prepare for change and growth.

Problem Areas in Training

Whatever may be the training requirements, the key problem areas faced by most training offerings include:

Ineffective learning and performance needs analysis

This results in people attending courses without the basic skills and knowledge (for example Windows literacy, business understanding).

Inappropriate and ineffective course content and structure

Focus is often on how the system is structured, resulting in modular, technical explanations divorced from the business process. It also results in a lack of flow, confusing learners and resulting in a focus on memory retention, not conceptual application.

Inappropriate delivery medium

Often we use the delivery medium that we are accustomed to, or that we have more resources and skills to provide. This selection is often not appropriate for our learning objectives.

Ineffective learning support

People seldom refer to thick user manuals, or online help menus. They also tend to become very frustrated with online tutors or "classrooms" that do not answer queries immediately. Most prefer to ask a colleague, help desk or to limit functionality use. Ongoing learning is difficult without effective support.

Ineffective learning assessment

It is no use testing a person's knowledge of system steps in isolation of the required performance outcomes. Most training solutions certificate on attendance or on the person's ability to regurgitate system steps (for example, multiple-choice/click-and-drag online assessments). This, however, is no indication of whether learning has taken place and performance has improved. It is therefore critical to assess the person's competence, based on their ability to produce a clearly defined performance output (for example a document, spreadsheet, slide presentation, financial statement; invoice, order and so on).

How to Resolve Problems?

Learner involvement and buy-inThis needs to be achieved through communication especially by leadership and user groups.

Performance accountability Specify performance benchmarks and give the learner the responsibility of managing the learning process required to achieve these benchmarks.

Human performance system that supports performanceEnsure inputs are available and appropriate, required outputs are clearly defined, performance consequences are implemented, and feedback loops are in place and operating.

Detailed learning and performance needs analysis Make sure that you do your homework and have identified skill and knowledge gaps. Also ensure that learners are involved in this process, and that they acknowledge these gaps.

Effective courseware design


Ensure that courseware is designed to: explain the process first, then explain how the system supports this process. focus on grounding conceptual understanding (using effective metaphors and

analogies). prevent content overload - focus on understanding concepts and application, not

memorizing system steps provide relevant, applicable, job-specific examples; and ensure that all concepts are reinforced by hands-on experiences.

A delivery medium that applies to the specific learning objectives A mixed medium approach often (not always) seems the appropriate one for software learning objectives. The delivery medium should:

achieve buy-in, business benefits; process understanding; the big picture; interpersonal skills: Presentations; workshops; role-plays; ensure rapid content/product knowledge: CBT/e-learning/paper-based; and

software skills and knowledge – learning approach: self-managed; information delivery: paper-based instruction plus computer-based electronic skill

practices; learning environment: "live" software, training data; information support: Paper-based learning cards/job aids with online help if

possible; real-time performance support: electronic performance support systems.

Ongoing learningEnsure that people are able to learn further by applying skills and knowledge to everyday tasks and challenges.

Outcomes-based competence assessmentsEnsure that the learning and performance outcomes are clearly defined, and can be objectively measured. Provide learners with realistic job-specific scenarios where they need to resolve issues and generate outcomes. Assess the outcomes, not the process they followed or the system steps they used.

Selection of an Instruction Delivery Medium

After identifying the training needs, the next step is to decide on an instruction delivery medium. Despite the popularity of computers and the Internet, over three quarters of all formal training is still delivered in a classroom setting. But as technology changes, so can the ways in which you affordably train your employees. Which medium - or combination of media, as the American Society of Training and Development recommends - you choose for your business depends on your needs and your budget.

Choosing the correct employee training solution for your business is not a simple process. Should you focus on e-learning, instructor-led training, distance training —or should you choose a mixture of these offerings? Does training need to be customized to your company’s specific needs? A training needs analysis can help you clarify the project's goals and evaluate possible solutions. This phase allows project leaders, subject matter experts, and training specialists to evaluate the situation and make informed decisions.

Each training media has its own advantages and is best suited under different circumstances. While instructor led training is appropriate when you want to offer rich interactivity, Web based medium is best suited when you have budget constraints. For training to be successful, deciding the right medium of instruction for imparting instruction is very critical.


The following diagram highlights the need analysis process for deciding on the medium.


Factors Affecting Selection of Delivery Medium

The selection of the right mode for the delivery is influenced by various factors. These factors include:

1. Scalability

With most of the corporations going global, there is a need to create the training that can be administered to an audience that is dispersed and large. Any learning framework should be able to address how it can be scaled to meet this need. We need to study the scalability that is offered by the learning solution. The following study of IDC compares delivery options with scalability.

2. Culture

One of the important issues is the learning culture of the audience, which is based on the learning culture of the organization. Some practices that impact the training media decision are:

Since most of people have spent more than 16 years in traditional classroom training, they think that the only way to learn is going to class.

It is felt that sending a group of people to a training program provides a unique opportunity for team building and sharing of the organization culture.


In addition, some managers are less tolerant to employees spending more than half an hour of effort in learning on the web. On the other hand, they are comfortable with employees being away from for days office on training program.

3. Type of Content

The type of content has an impact on the selection of the media. Let us take soft skill courses as an example. Using a WBT for imparting training in soft skills may not be that forceful as a classroom session. One phenomenon said to be helping propel soft-skills content is the growth of so-called blended approaches to deliver behaviour-related learning, which combines WBT with ILT, either in a real or virtual classroom.

Given below is a decision point summary that is suggested by Rick J. Valdez, Director of Instructional Design, Click2learn, Inc.


4.Cost

ILTs and WBTs have different cost structures. Let us look at each one of them:

ILT: Even though the development costs are low, the delivery cost is high. The variables that affect the cost are building infrastructure, executive travel that will be required for attending the training.

WBT: The development cost is high with low delivery cost.

5. Maximum Learning Requirenments


Contact sessions with a human expert are effective for learners in specific situations.

For instance, the classroom instructor led sessions need to be pitched somewhere close to the lowest common denominator of the audience. This is because of two basic factors.

the content covered needs to be periodically expanded to include prerequisites that people do not know. This is the breadth of learning to be covered. If you do not include prerequisite learning that many in the class are unaware of, you run the risk of alienating learners during the class as they are unable to catch the concepts that are built on top of the prerequisites.

if you aim to cover things much faster than the lowest common denominator in the audience, you run the risk of leaving a lot of participants gasping for breath unable to keep pace with the class. This is true not only of a physical classroom, but also of a virtual classroom. Similar issues of effectiveness plague e-chat sessions for learning, where the usefulness of a chat session for participants depends upon how closely they identify with the questions being answered. In fact, this would be true of all online, synchronous, event-based, and relatively non-interactive mass media.

Types of Instruction Delivery Media

The most commonly used instruction delivery media are:

Instructor-led Training (ILT) Computer-Based Training (CBT) Web-Based Training (WBT)

Instructor Led Training (ILT)

Instructor led training is more popularly known as classroom training. It is synchronous classroom training where an instructor leads a group of learners through the training program. The instructor ensures that the learners are imbibing the content and is there to provide assistance if required.

Modeled on the classroom style of teaching ILT involves having a knowledgeable teacher explain concepts and demonstrate successful techniques for using a product, usually with the aid of a book. For example, Application-oriented training such as Microsoft Office classes or Technical training, such as most Microsoft MCSE classes. Application-oriented training often involves demonstrating a particular skill and then reinforcing that skill with hands-on activity. Technical training usually combines teaching the concepts behind a product and explaining how to perform specific tasks, which hands-on lab exercises reinforce. Because technical training's goal is to prepare students to perform a wide range of tasks, it tends to be broader than application training.

Benefits of ILT as a Learning Medium

After spending years in school, we have come to expect a human instructor when it comes to learning. Current technology does not stand a chance against great instructors who can tailor their material for the audience on the fly. ILT as a medium of training has its own benefits. Some of these are:

Presence of an Instructor The ILT medium of training has an instructor. The instructor is an asset because, unlike a book, the instructor can adapt how he or she teaches based on the students' levels of understanding.


Structure of the Class The structure of the class helps students schedule time for learning and lets them make mistakes in a controlled environment. Having a person who can answer questions and lab exercises to reinforce the class content should be highly effective training.

Peace of mindA specific period has been set aside for training. A trainee is not under any stress or work pressures and can attend the sessions with peace of mind.

Familiarity with the learning mediumMost of the trainees are more used to learning in a classroom mode where there is an instructor to assist in learning.

Behavioral modelingSoft skill courses involve behavioral modeling and role-plays. These are possible only in the Instructor Led mode of training.

Limitations of ILT as a Learning Medium

Unfortunately, ILT is becoming a commodity business. Many training center owners have the misconception that anyone can teach technology and that anyone can learn how to use technology. But not everyone can be a good trainer, much less a great one. Similarly, many students who take technology classes should not be there. Perhaps some of them could become technology experts with proper education in math, problem solving, and science, but it is almost impossible for any teacher to teach—in a handful of week-long courses—some students what they need to know to administer a network. The main limitations of ILT are:

Creates learner dependence and learned helplessness Trainers are forced to set a specific learning pace Learners are forced to listen to large content volumes for many hours at a time The ability of a trainer significantly influences the learning experience Having to learn with other people around, and having the trainer drive the learning process,

intimidates learners who get confused Trainers can only teach one course at a time Requires the provision of training facilities (cost). Human-led training ain't cheap, though. At

minimum, expect to pay a few hundred dollars for a one-day session. Rates can easily grow to the thousands of dollars, though, for more technical training.

Guidelines for Using ILT as a Medium

ILT is the most expensive training format, but it offers the most potential for learning much in a short period. Because a company is paying a lot of money for the training, it has every right to find out whether the trainer and the training center can meet your needs. Before they pay, most of the companies spend time to make sure they will receive a good value for their money. Whether you are a training provider or you are taking the training here are some guidelines for using ILT as a medium of instruction.

1. As the instructor of ILT is the most important component ensure that the instructor is dynamic and is able to explain clearly and manage audience participation well. It is also necessary to find a presenter who is available after the session is over. Many outside instructors do not answer post-session questions, which is a problem if the trainees need guidance in applying what they have learned to their real life jobs. A trainee should ask to see the instructor's


resume and professional certification transcript and to speak to him or her. A good trainer has equal parts technical and public speaking expertise. Do not underrate communication skills. Someone who knows a lot but cannot explain anything is just as ineffective as a great speaker who does not know anything.

2. Ensure that the courseware is in place. The trainee should see the courseware. Read through it to see whether the book explains the concepts in a way the trainee can understand. If the courseware includes lab exercises, read through one of them to see whether the trainee will be able to get the gist of what the lab is trying to reinforce.

3. If you are a trainee, you should ask someone to help you determine what you need to learn before you start the class. All courseware is written to a target audience, and few students fit all the prerequisites. You should, therefore, spend time before you take the class brushing up on any areas the instructor thinks you need to know to understand the class's concepts. If possible, spend 10 to 20 hours prep time for each week of class.

Ideal Situations for implementing ILT

Training in Soft Skills

Instructor Led training is suitable for courses in soft skills like Personality Development, Communication skills etc. Instructor Led Training provides an added advantage of group interaction, which is not there in Web Based training.

Programmers and critical technical staff :

Instructor-led training is especially recommended for application programmers and critical technical staff, for those who have specific technical or application questions, and for those who are new to a subject area or do not have the full support of skilled staff on the job. Instructor-led classes allow you to focus completely on the task at hand, free of daily distractions, and allow for better instructor–student interaction.

Programs requiring High Interaction

Content rich highly interactive programs are better taught through the ILT media. WBTs can only give the content in brief but if details are required it is better to opt for ILT.

Computer-Based Training (CBT)

Often regarded as the solution to effective skill development, Computer-Based Training (CBT) is now satisfying many training demands. You can increase your productivity with self-paced, interactive learning offered by CBT. Using a familiar web-browser interface, you can select from many richly animated lessons and interactive tests to assist you along the way.

Benefits of CBT as a Learning Medium:

CBT gives you the advantage of learning the product features while working from home or at the office. You decide what you need to learn and when! Some advantages of using CBT as a learning medium are:

Ease of delivery Self-paced learning Consistent delivery Single update point Reduction of training facilities Quick, easy assessment of knowledge (multiple-choice; click and drag)


Flexible learning structure Ongoing access to information Interactive Cost-efficient and fast

Limitations of CBT as a Learning Medium:

However, despite continued developments with instructional technology in areas such as embedded CBT and intelligent instructional systems, CBT remains a support mechanism for staff development rather than an integral component of computer-based information systems, and often fails to address the individual attributes of the learner. The limitations of CBT as a leaning medium are:

Unfamiliar learning medium Impacted by technical constraints (e.g. server crashing; slow Internet connections) Lack depth of perception (only one screen at a time) Inability to provide a non-simulated learning experience Costly development of customized solutions Inability to customize generic products (e.g. Mous) Poor help or summary information Not all organizations are able to support CBT

or online requirements

Before choosing a CD-ROM, ask the vendor for a complete version, not a sample disk, to check if the software has bugs or if it causes your office system to crash. And if employees are going to be accessing the CD-ROMs or online courses from their home machines, try to get a vendor who has a support line.

Most importantly, be mindful of your audience. Don't invest in high-tech training methods if your employees - and their supervisors - are uncomfortable using the technology.

Web Based Training (WBT)

A WBT is any kind of training provided through a network of computers (Driscoll 1999). In an extended form, WBT also includes electronic performance support systems (EPSSs), and online job aids and tools that can be used by employees to solve specific workplace problems. In addition, virtual asynchronous and synchronous classrooms also form a part of WBT. While communication tools like e-mail, discussion forums and bulletin boards are used in asynchronous classrooms, audioconferencing, videoconferencing and chat rooms make up synchronous classrooms.

“WBT is an innovative approach to distance learning in which Computer Based Training is transformed by the technologies of the World Wide Web, the Internet, and Intranets. Web based training presents live content, as fresh as the moment and modified at will, in a structure allowing self-directed, self paced instruction in any topic. WBT is media rich training, fully capable of evaluation, adaptation, and remediation, all independent of computer platform”. – Tim Kilby, WBT Information Center.

Is WBT effective?


Can WBT successfully substitute the traditional mode of training and instruction? Can it help achieve your training goal? There is no consensus on the answer to these questions. For some time now, there has been an ongoing debate on this subject leading to the emergence of two schools of thought; one that propounds the advantages of WBT over traditional modes of training, and the other that dismisses it as ineffective. The focus here is to highlight the advantages of WBT, detail the situations in which it is beneficial to use WBT and present some research on the effectiveness of WBT vis-à-vis ROI and instruction.

Benefits of WBT as a Learning Medium

Using WBT as a mode of training offers many advantages. Some of these are:

Enables self-paced and self-directed learning

Reaches geographically dispersed employees

Consistent training can be delivered to dispersed workforces

Travel and accommodation costs are dramatically reduced or eliminated

Increases employee productivity

Caters to varied learning styles – simple text-based to media intensive.

Simulates workplace tasks that help employees to practice in controlled settings

Training is available 24 x 7 for just-in-time learning

Interactivity keeps participants alert

Content is current and easy to update

The web is independent of computer platform

The web enables tracking as well as delivery of training

Testing, registration and certification are automated

Increased savings over time. Initial development costs may be equivalent to conventional instructor-led training, but ongoing training could reduce training costs by up to 50% (according to HR Magazine, August 1998).

Limitations of a WBT as a Learning Medium

Unfamiliar learning medium Impacted by technical constraints (e.g. server crashing; slow Internet connections) Lack depth of perception (only one screen at a time) Inability to provide a non-simulated learning experience Costly development of customized solutions Inability to customize generic products (e.g. Mous) Poor help or summary information


Web-Based Training vs. Instructor-Led Training

Can WBT successfully substitute the traditional mode of training and instruction? Can it help achieve your training goal? There is no consensus on the answer to these questions. For some time now, there has been an ongoing debate on this subject leading to the emergence of two schools of thought; one that propounds the advantages of WBT over traditional modes of training and the other that dismisses it as ineffective. Some differences between WBTs and ILTs are enumerated in the table below:

Basis of Difference WBT ILTAvailability 24x7 Dependant on scheduleTraining Type Individual/self-paced Group-pacedRetention 80% 10% to 30%

Consistency of Instruction Consistent for each training occurrence

Variable, instructor dependant

Remediation Offers immediate, consistent, specific feedback

Individualized feedback and

remediation activities on-

demand may be hampered

Travel Required No YesStudent Tracking/Course Completion

Automated progress, testing, records management, and certification Course completion only

manual records management

Cost Development: fixed Delivery: low Recurring costs: very low

Development: fixed Delivery: high Recurring costs: high

Source: http://www.lessoncenter.com

Web-Based Training (WBT) provides consistent instruction for all. One day of traditional instruction can be replaced by as little as 3 hours of WBT. A WBT provides “just-in-time” training with low delivery and support costs. WBT compresses the delivery time associated with traditional Instructor-Led Training (ILT) and has none of the annual life cycle costs associated with maintaining enterprise-wide infrastructure. Let us look at these differences in detail:

1. Availability ILT often means that students are at the mercy of a pre-determined class schedule. With WBT, you can take your training anytime, anywhere 24 hours a day, 7 days a week.

2. Training Type One of the most important advantages of WBT over ILT, is the self-paced nature of the training. ILT in a classroom environment is a group experience and is therefore group-paced. The result is that students are taught at the slowest students pace, who have more difficulty learning the material and do not ask enough questions to retain the material. In some cases, students are not being taught at the appropriate speed for their learning capabilities. If a student has difficulty with important material, WBT will allow the student to review the course as needed.

3. Retention Retention levels for WBT have been shown to be 25 to 50 percent higher than ILT.

4. Consistency of Instruction


One of the hazards of ILT is the variable consistency and quality of the training class that can occur. WBT ensures that the consistency and quality of the training does not depend on the instructor.

5. Remediation Remediation and feedback are key components in a successful learning event. ILT offers the advantage of face-to-face feedback, but the ability of the instructor to provide individualized feedback and remediation activities on-demand may be hampered by the class size and the inherent nature of a group environment. Only WBT has the ability to offer immediate, consistent, specific feedback and remediation to the individual student at critical points in the learning event, geared to meet each student’s individualized needs.

6. Travel Required WBT has no travel requirements. Often ILT requires some amount of travel by either the instructor or the students. This adds to the time that employees are away from the office. If you sign up for 1 hour of ILT travel time and cost must be factored in to the total cost of training. Unproductive time spent traveling to the location of training increases overhead costs.

7. Cost WBT offers several cost advantages over ILT. ILT and WBT course development is a fixed cost. ILT also has a delivery cost. WBTs delivery cost is significantly lower because there are no additional training materials to be printed, no classroom setup costs, and no instructor costs.

8. Selection of the Right MediaNot all-content type is suited for only Web based training or only Instructor based training. Besides, the choice of a media is also dependent on the audience profile and availability of time. Web-based training lets you control the pace at which you learn and is very affordable. It works best for motivated, independent learners who want or need flexibility in their training schedule or location and for those who cannot afford the time away from work to attend traditional classes.

CBT vs. WBT

From all the hype, you might think that interactive technology dominates the training market. But CBT and WBT have yet to match the popularity of traditional print, video and instructor-led programs. 1. Computer based training (CBT) provides multimedia instruction via CD-ROM on a desktop

computer. Web based training (WBT) uses the Internet to deliver its message, but allows for greater interactivity through live chats with an instructor and bulletin boards.

2. CBT and WBT "chunk" up learning objectives, allowing students to skip between sections, work with simulations, take tests and receive immediate feedback. The buzzword for most CBT and WBT courses is "just-in-time" training - coaching that you can access in bits when and as you need.

3. These interactive methods are best for teaching complex material and technical certification courses. They're less useful for "soft skill" training like leadership, which requires a level of group interaction not yet possible with current technology like online chats.

4. Unlike CD-ROMs, Internet-based courses can be easily updated, are accessible from anywhere and work with all kinds of computer systems. But beware of technology constraints - the speed of your Internet connection could limit the effectiveness of online materials.

CBTCBT WBTDistributed offline:no bandwidth constraints

Distributed online:easily maintainable


media-richself-study only

widely accessiblepermits collaboration

Delivered through proprietary runtime software:platform-specificsometimes with license fees

Delivered through web browsers:cross-platformfree

Developed with specialist authoring tools Developed with generic web development tools

Ideal Situations for implementing WBT

(Source: Input taken from “Effectiveness of WBT- by Purnima Valiathan)

Web-based training lets you control the pace at which you learn and is very affordable. “Web based training is an ideal vehicle for delivering training to individuals anywhere in the world at anytime. Advances in computer network technology, and improvements in bandwidth will usher in capabilities for unlimited media access. Web browsers that support 3-D virtual reality, animation, interactions, chat, conferencing, and real time audio, and video will offer unparalleled training opportunities. With the tools at hand today, we can craft highly effective WBT to meet the training needs of a diverse population.” – Tim Kilby, WBT Information Center

WBT has been found to work well in varied situations. Some of these are detailed below.

1) Addressing employees on issues of high value to the organization.

WBT is effective for disseminating information of high value to the organization and addressed to a large geographically, spread audience. For instance: communicating the corporate philosophy, training new recruits on the working of business processes.

2) Implementing new processes or new technology within an organization.

WBT is an effective solution for new team-oriented work-processes or procedures, which requires learning on the job to be embedded into real processes that allow interaction among individuals. Through WBT, you can simulate such processes. Further, processes made up of multiple and complex tasks need to be viewed from different perspectives. In such situations, it is important to familiarize employees with the multiple perspectives so that they learn to co-operatively handle them while on the job. Presenting multiple perspectives through the traditional mode is not a feasible solution. However, through WBT, this is both feasible and effective.

3) Integrating work and learning – capturing tacit knowledge

WBT can also be used to integrate work with learning. WBT content can be derived from real work situations captured using technology and presented as problem clusters faced by employees on the job. For instance, brainstorming sessions triggered by a real work problem can be conducted through Discussion Forums. This is then summarized and meta tagged for reference by other employees. This helps in the generation of dynamic content and the creation of a knowledge base.

4) Educational materials requiring frequent updation

Network-based educational materials can be maintained and updated easily, and access is controllable. The material is usually available on demand, any time and anywhere there is a way to connect to the network. Installations on private networks offer greater security and bandwidth. Programs can be easily linked to reference material, database resources, and other educational materials. Participants can use virtually any type of computer, and be on any type of network –


even a dial-up modem based network connection. Live or delayed interaction between participants and faculty is readily supported.

Like stand-alone computer-based material, development of content rich highly interactive and branching programs is a relatively long and expensive process. Simpler programs and re-purposed existing materials can be developed more quickly and inexpensively.

What makes a good WBT?

"Static" WBT refers to using links to electronically turn pages and move between documents, whereas "dynamic" WBT adds multimedia possibilities. Depending on the need, our circle of experts have found the appropriate blend of the two will:

Engage the participant Lessons appeal to various learning styles Participants deserve encouragement Interactivity means giving participants mental

challenges and real choices, not just objects to click

Participants ask questions or exchange ideas via email, a chat line, or synchronous (real time) appearances of an instructor in the WBT

Focus on objectives Lessons reinforce the participants' sense of a "big picture"

Graphics and exercises are relevant and suitable Animation or other technical features advance

learning objectives, not compete with them Organization by task is frequently the most user-

friendly approach Provide intuitive navigation Participants can explore their own paths, or

retrace their steps Lessons are short and sweet Lessons have consistent navigation and

indications of screen order and progress Test purposefully Various types of self-testing are used

Feedback is meaningful and reinforces learning Tests provide a sense of progressive mastery of

the topic Individualized remediation suggests alternatives

resources Performance tracking measures the

effectiveness of the WBT in meeting objectives Anticipate technical difficulties Lessons are designed for the available browser

limitations Audio and video is used within network or PC

capacities Design recognizes bandwidth limitations on

video quality


choosing a learning medium

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