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Computer-Based Training: Useful or
Useless?
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By Camille Chappell
"The times they are a’changin’" sang Bob Dylan at one of his more profound moments. Oftentimes, it is human nature to resist change no matter what the situation in which the change is taking place. However, change is a fact of life and at a time of boundless innovations in the field of technology, the Information Age, if you will, it is futile to resist it. Unfortunately, that resistance is exactly what is causing many people to see only the disadvantages of computer-based training (CBT), regardless of the enormous amount of benefits the implementation of computer-based training could bring to their companies, their employees, and ultimately, to the bottom line (profit). In an attempt to be objective, a definition and some background on CBT are in order. What is Computer-Based Training? Computer-based training is, in a general sense, a reproducible system of instruction conveyed through the use of a computer for the purpose of training an individual. Pretty vague, isn’t it? To be more specific, CBT can take on different forms. According to Kulik, Kulik & Shwalb (1986), as quoted in an article on CBT by Christopher Janicak (1999), CBT programs can be classified as:
Most CBT modules are "…developed by teams of five specialists: an expert in the particular subject (a SME), a technical expert/auditor, an instructional designer, a graphics artist, and a programmer" (Dhanjal & Calis, 1999). In any case, certain important features are necessary to make CBT effective. Components of Effective Computer-Based Training: First of all, as with any sound instructional system, it is important to establish (1) learning objectives. Without knowledge of desired outcomes of the instruction, the program will likely be unfocused, confusing to end-users, and quite possibly, useless (Janicak, 1999). "Another factor contributing to a well-designed system is (2) the ease with which a trainee is able to navigate through the module" (Dhanjal & Calis, 1999). If it is difficult for an end-user to navigate through a CBT program, the chances of him/her learning anything from the program are slight. Therefore, "…screens should be simple, yet informative. Tool bars and text size should be standardized, and color schemes aesthetically pleasing. Sound files should be used only where necessary for impact, (and) actions should require the trainee to use a mouse in order to move from screen to screen" (Janicak, 1999). In addition, (3) "learning effectiveness is clearly an important aspect of any learning program. To accomplish this, trainees are evaluated through preliminary and post-learning tests" (Dhanjal & Calis, 1999). In other words, effective CBT programs include tests, which are used to measure a learner’s mastery of the material. The incorporation of (4) multimedia, including "…graphics, sound, video, and animation" should also be a consideration when designing CBT (Janicak, 1999). "Including video clips of site-specific work situations can have a positive influence on CBT participants" (Janicak, 1999). This positive influence likely comes from the fact that the end-users see relevance to themselves when the instructional situations are specific to their domains. Awareness of relevance, in turn, contributes to mastery of the material according to John Keller’s ARCS model as referenced in The Systematic Design of Instruction by Dick & Carey (1996). Yet another "…essential component of a successful, instructionally sound product (is) thoughtful, purposeful (5) feedback" (Janicak, 1999). When a participant receives feedback on how he/she is performing during instruction, it adds to the likelihood of knowledge retention (Janicak, 1999). These components comprise merely a partial list of what to consider when developing instruction, but without any one of these factors, a CBT program could be boring, ineffective, or even worthless. No matter how well the instruction may be designed, however, some people view CBT as an ineffectual means of delivering instruction due to some disadvantages inherent in its very nature. Why Some People Don’t Like CBT: According to Teri. S. Robinson, vice president of restaurant systems at Darden Restaurants, as quoted in an article by Milford Prewitt (1998), "When you ask people what their favorite way of learning is, people say, ‘In a classroom, with a teacher.’" It is likely that there are many people who prefer to learn from a human being, but it is also very probable that these same people are people who are technophobes, or have very little awareness of the possibility of learning any other way. After all, the educational system in this country has been in its current form, teacher-led instruction, for over a century now, and people tend to stick with what they are familiar with. Therefore, simply put, one disadvantage of computer-based instruction is that (1) people do not like it as much as they like having an actual person teaching them, according to Prewitt’s 1998 article. Along the same lines, some people claim that without peer or human interaction, (2) new employees in training would not get a "warm introduction" and as a result, "may perceive the company as faceless and uncaring" (Lawson, 1999). A way to combat this problem is to have people greet and get to know new employees in a way other than training, perhaps by showing them around, or by working alongside them as they use the CBT to field their questions or simply to make them feel more comfortable. There are other problems associated with not having a human instructor. For example, some safety professionals such as Occupational Safety and Health Administration (OSHA) "believe that…employees must be given the opportunity to ask questions, which requires access to a qualified trainer" (Janicak, 1999). The organization also believes that "hands-on exercises are essential to provide trainees the chance to work with equipment and PPE (personal protective equipment). According to OSHA, sole reliance on computer-based training cannot achieve these objectives" (Janicak, 1999). Therefore, though some problems may arise due to (3) the lack of human interaction, the problems can be solved by not relying solely on the CBT, and by using the CBT along with human interaction and hands-on exercises. It is possible in some instances that (4) CBT may be less cost-effective than a traditional lecture program as well. Depending on the number of people involved in the training, the cost for a lecture program could be very economical when compared to the cost of some CBT programs. Furthermore, "it can be expensive (for companies) to produce their own customized CBT programs, sometimes as much as $200,000 or $300,000, excluding ongoing software upgrades" according to Ed Rubenstein in an article in Nation’s Restaurant News (1999). Of course, one must consider that once CBT is developed, it can be used again and again, so depending on the situation, CBT is not always the least cost-effective way to go (Janicak, 1999). Other disadvantages of CBT include (5) the lack of review and remediation, (6) the absence of feedback, and (7) the inability for an employer to automatically determine what the worker has learned" (Prewitt, 1998). All of these instances are indeed problems in instruction, but can be avoided if the CBT is designed effectively to include remediation techniques, feedback, and a post-test which measures how much the worker has learned. Yet another concern about CBT is (8) product quality. Some safety professionals worry that "…developers may understand the programming aspects of formulating a CBT course, yet have no real expertise in learning theory" (Lawson, 1999). Once again, this is a real problem, yet it can be avoided by making sure that the team developing the CBT has an instructional designer helping to develop the material rather than simply a SME and a programmer. The most important possible disadvantage of CBT to consider is (9) its effectiveness as compared to traditional classroom instruction (CI). Although many people feel that less knowledge would be mastered or retained through the use of CBT, this concern has no real foundation, other than the fact that many people are resistant to change and tend to assume that anything new is invariably ineffective. According to an article in Professional Safety by Scott Lawson (1999), a study was conducted to determine the merits of CBT in comparison with CI. The results of the study showed that although pre-test scores were similar, mean scores of 16.8 and 17.0 for the CBT group and CI group respectively, post-test mean scores were 25.7 and 19.4 for the CBT and CI groups respectively. The results show an average increase of 53% from the pretest score for the CBT group and only a 14.1% increase for the CI group. Additionally, both groups were tested in a follow up study three weeks later and the CBT mean score was 23.4, whereas the CI mean score was17.2. Therefore, the CBT group not only obtained higher scores on the post-test, but also scored higher on the follow up test to show more retention of the knowledge than the CI group. It is quite possible that some real disadvantages can accompany CBT if the CBT is not developed properly and if other considerations such as human interaction are left completely out of the training process. However, most of these disadvantages can be curbed, leaving an abundance of advantages of CBT to consider. The Positive Side of Computer-Based Training: Many of the advantages associated with CBT are intrinsic in its very design. One obvious advantage of training people on an individual basis is (1) self-paced learning. According to Lawson (1999):
Another advantage of self-paced learning is the (2) flexibility of schedules it provides. "Training can be taken by most employees on a twenty-four hour basis without leaving the work site. Further, it is accessible almost anywhere a computer can be located" (Congram, 1995). Also, "the self-pacing learning concept eliminates the need for group instruction and scheduling" (Dhanjal & Calis, 1999). Along with flexibility of schedules comes the (3) cost-effectiveness of using CBT. Since "employees can train on-site avoiding the need to travel to training facilities, this results in savings in costs on travel and accommodation costs" (Dhanjal & Calis, 1999). Not to mention, "the cost of live on-site instruction has certain fixed costs- instructor wages, classroom expenses, any travel fees, and variable costs, such as student materials" (Blankenhorn, 1999). "When the costs are compared, the price of training and retraining drops from possibly hundreds of dollars per student for (live instruction) to thirty dollars or less per employee for computer-based training" (Blankenhorn, 1999). Because training costs include "…the presenter’s time and materials, as well as work time lost while employees attend training," contributing to the lower cost (in some situations) of CBT is (4) reduced training time (Janicak, 1999). One study conducted by Maul and Spotts as reported in an article by Lawson (1999) showed "the CBT group averaging a thirty-four percent decrease in training time when compared with a traditional classroom instruction group." As stated previously, another advantage of CBT is the (5) increased knowledge retention it affords to students. "Content retention is increased by engaging multiple senses (auditory, visual, and kinesthetic) during the learning process" (Dhanjal & Calis, 1999). Well-designed CBT may "incorporate full-color animation, product simulation and supportive narration to create a professional, yet inviting tone" (Information Today, 1997). Also, "CBT offers realistic, on-the-job scenarios to simulate hazardous situations which tests a worker’s skills and responses. Its detailed, high-resolution graphics and animations enhance learning and promote a better understanding and knowledge of the (material)" (Congram, 1995). Other advantages include (6) consistency of message, which cannot be assumed with a live instructor (Dhanjal & Calis, 1999), (7) measurability, which can be accomplished using self-check questions, pre-tests and post-tests (Lawson, 1999), and (8) customization. "Through customization features, a company can tailor a genetic program to match its own policies and procedures" (Lawson, 1999). CBT clearly has many advantages over classroom instruction which should be considered by corporations and other institutions which provide instruction. How CBT Relates To Instructional Technology: Part of an instructional technologist’s job is to use technology to solve an instructional problem. CBT is probably the single most used tool in this arena. Using CBT, a corporation, or a school for that matter, can improve knowledge retention, lower costs, save time, and even save money in many cases. Many people are not ready to accept such a drastic change in instruction, from a human instructor to a computer that serves as an instructor. However, the instructional technologist knows that behind the computer screen and the graphics and the sounds, it was a human being who used learning theory and needs analysis to determine the design of the CBT and to make the decision that the CBT be used in the first place. Those who are resistant to using technology for instructional purposes need to consider the benefits of using CBT, and though it may not be the most appropriate form of instruction in every instance, it does have its merits.
References Blankenhorn, J. (1999). "How cost-effective is computer-based training?" Wood Technology, 126, 29-30. Congram, G. (1995). "Computer-based training simplifies safety compliance". Pipeline& Gas Journal, 222, 52-54. Dhanjal, R. & Calis, G. (1999). "Computer-based training in the steel industry". Steel Times, 227, 13-14. Dick, W., & Carey, L. (1996). The Systematic Design of Instruction. New York, NY: HarperCollins. --- (1997)."Interactive media corp. receives awards for multimedia programs". Information Today, 14, 31. Janicak, C. (1999). "Computer-based training: Developing programs with the knowledge-based safety training system". Professional Safety, 44, 34-36. Lawson, S. (1999). "Computer-based training: Is it the next wave?". Professional Safety, 44, 30-33. Prewitt, M. (1998). "Darden execs share ins, outs of computer training". Nation’s Restaurant News, 32, 57-58. Rubenstein, E. (1999). "The learning imperative: Operators tap CBT, the ‘net,’ to train and retain employees". Nation’s Restaurant News, 33, 51-52.
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