What is computer-based learning? what are the advantages/diadvantages that follow?

The term generally refers to a specific program which is designed to teach. There are many advantages, such as the ability to go at the student's own pace, individually, instead of having a classroom where some students are bored while others are bewildered. It can also give more direct and individuali ed feedbac!, and correct misconceptions more "uic!ly. #ost of them do little pop "ui es throughout the program, and can also give interactive demonstrations. The program is not designed to be impatient, argumentative, or insulting. $nd the computer does not need a vacation or sic! leave, although it may go down at times. The only disadvantage I !now about is the difficulty in getting a "uestion answered for the student, if they need clarification of the "uestions in a "ui , for e%ample. &ut if the computer learning goes on in an atmosphere that provides access to a troubleshooting human teacher, that can be overcome. $lso, not all sub'ects are standardi ed enough for the formal structure of the program. I too! a 'ournalism course on a computer at the (niversity of #ichigan in the early )*+,s, which only wor!ed because the course re"uired strict adherence to the (-. style boo!. #ore fle%ible criteria for evaluating writing tas!s might not be so programmable. Advantages of Web-based Learning The general benefits of Web-based training when compared to traditional instructorled training include all those shared by other types of technology-based training. These benefits are that the training is usually self-paced, highly interactive, results in increased retention rates, and has reduced costs associated with student travel to an instructor-led wor!shop. When compared to CD-ROM training, the benefits of Web-based training stem from the fact that access to the content is easy and re"uires no distribution of physical materials. This means that Web-based training yields additional benefits, among them/

Access is available anytime, anywhere, around the globe . .tudents always have access to a potentially huge library of training and information whether they are wor!ing from home, in the office, or from a hotel room. $s cellular

modems become more popular, students will even be able to access training in a place that doesn't have a traditional phone line or networ! connection. Per-student equipment costs are a ordable . $lmost any computer today e"uipped with a modem and free browser software can access the Internet or a private Intranet. The cost of setup is relatively low. !tudent trac"ing is made easy# &ecause students complete their training while they are connected to the networ!, it is easy to implement powerful student-trac!ing systems. (nli!e with 01-23#s that re"uire students to print reports or save scores to dis!, W&T enables the data to be automatically trac!ed on the server-computer. This information can be as simple as who has accessed the courseware and what are their assessment scores, to detailed information including how they answered individual test "uestions and how much time they spent in each module. Possible $learning ob%ect$ architecture supports on demand, personali&ed learning# With 01-23# training, students have access only to the information that can be held by one 01-23#. The instructional design for this type of delivery, therefore, has been to create entire modules and distinct lessons. &ut with W&T, there is virtually no storage limitation and content can be held on one or more servers. The best W&T is designed so that content is 4chun!ed4 into discrete !nowledge ob'ects to provide greater fle%ibility. .tudents can access these ob'ects through pre-defined learning paths, use s!ill assessments to generate personal study plans, or employ search engines to find e%act topics. Content is easily updated. This is perhaps the single biggest benefit to W&T. In today's fast-paced business environment, training programs fre"uently change. With 01-23# and other forms of training, the media must be reduplicated and distributed again to all the students. With W&T it is a simple matter of copying the updated files from a local developer's computer onto the server-computer. The ne%t time students connect to the Web page for training, they will automatically have the latest version.

Limitations of Web-based Learning There are only two real disadvantages to W&T, and both will be overcome in the ne%t five to ten years as high bandwidth networ! connections become as common as telephones. The first drawbac!, when compared to live instruction, is the lac! of human contact, which greatly impacts learning. W&T is better than 01-23# learning in this regard. .tudents can use their Web connection to e-mail other students, post comments on message boards, or use chat rooms and videoconference lin!s to communicate live. While this type of interaction is helpful, and an improvement over

01-23# learning, it still doesn't have the impact of a live wor!shop. With higher speed connections and improved conferencing software, one day students around the world will be able to communicate in real time with each other through full-screen video. The second ma'or drawbac! is the lac! of multimedia in many W&T programs. The use of audio and video are critical to creating compelling metaphors, realistic 'ob simulations, and accommodating different learning styles. 5ull multimedia delivered over corporate Intranets is possible, and many companies are doing it 6see 0ase .tudies in this boo! for e%amples7. &ut in most cases, even if students have a highbandwidth Intranet connection, corporate information technology departments don't want large media files used because it slows down the entire networ!. The result is that most W&T programs are still comprised of te%t and graphics alone. 3nce again, the bandwidth problem will be solved in the near future with advancements in networ! protocol standards and software compression. (sing Web-based training, li!e all other delivery media, has advantages and disadvantages. Trainers and designer must carefully weigh these against the profiles of other options on a case-by-case basis.

Advantages of online or computer-based learning

0lass wor! can be scheduled around wor! and family 2educes travel time and travel costs for off-campus students .tudents may have the option to select learning materials that meets their level of !nowledge and interest .tudents can study anywhere they have access to a computer and Internet connection .elf-paced learning modules allow students to wor! at their own pace 5le%ibility to 'oin discussions in the bulletin board threaded discussion areas at any hour, or visit with classmates and instructors remotely in chat rooms Instructors and students both report e8earning fosters more interaction among students and instructors than in large lecture courses e8earning can accommodate different learning styles and facilitate learning through a variety of activities 1evelops !nowledge of the Internet and computers s!ills that will help learners throughout their lives and careers

.uccessfully completing online or computer-based courses builds self!nowledge and self-confidence and encourages students to ta!e responsibility for their learning 8earners can test out of or s!im over materials already mastered and concentrate efforts in mastering areas containing new information and/or s!ills

Disadvantages of online or computer-based learning

8earners with low motivation or bad study habits may fall behind Without the routine structures of a traditional class, students may get lost or confused about course activities and deadlines .tudents may feel isolated from the instructor and classmates Instructor may not always be available when students are studying or need help .low Internet connections or older computers may ma!e accessing course materials frustrating #anaging computer files and online learning software can sometimes seem comple% for students with beginner-level computer s!ills 9ands-on or lab wor! is difficult to simulate in a virtual classroom

The $merican .ociety for Training and 1evelopment 6$.T17 defines e-learning as a broad set of applications and processes which include web-based learning, computer-based learning, virtual classrooms, and digital. #uch of this is delivered via the Internet, intranets, audio- and videotape, satellite broadcast, interactive T:, and 01-23#. The definition of e-learning varies depending on the organi ation and how it is used but basically it is involves electronic means of communication, education, and training.

The "uality of employees and their development through training and education are ma'or factors in determining long-term profitability of a small business. If you hire and !eep good employees, it is good policy to invest in the development of their s!ills, so they can increase their productivity. Training often is considered for new employees only. This is a mista!e because ongoing training for current employees helps them ad'ust to rapidly changing 'ob re"uirements.

Purpose of Employee Training and Development Process 2easons for emphasi ing the growth and development of personnel include

0reating a pool of readily available and ade"uate replacements for personnel who may leave or move up in the organi ation. ;nhancing the company's ability to adopt and use advances in technology because of a sufficiently !nowledgeable staff. &uilding a more efficient, effective and highly motivated team, which enhances the company's competitive position and improves employee morale. ;nsuring ade"uate human resources for e%pansion into new programs.

2esearch has shown specific benefits that a small business receives from training and developing its wor!ers, including/

Increased productivity. 2educed employee turnover. Increased efficiency resulting in financial gains. 1ecreased need for supervision.

;mployees fre"uently develop a greater sense of self-worth, dignity and well-being as they become more valuable to the firm and to society. <enerally they will receive a greater share of the material gains that result from their increased productivity. These factors give them a sense of satisfaction through the achievement of personal and company goals. The Training Process The model below traces the steps necessary in the training process/

3rgani ational 3b'ectives =eeds $ssessment Is There a <ap? Training 3b'ectives .elect the Trainees .elect the Training #ethods and #ode 0hoose a #eans of ;valuating $dminister Training ;valuate the Training

>our business should have a clearly defined strategy and set of ob'ectives that direct and drive all the decisions made especially for training decisions. 5irms that plan their training process are more successful than those that do not. #ost business owners want to succeed, but do not engage in training designs that promise to improve their chances of success. Why? The five reasons most often identified are/ Time - .mall businesses managers find that time demands do not allow them to train employees. Getting started - #ost small business managers have not practiced training employees. The training process is unfamiliar. Broad expertise - #anagers tend to have broad e%pertise rather than the speciali ed s!ills needed for training and development activities. Lac of trust and openness - #any managers prefer to !eep information to themselves. &y doing so they !eep information from subordinates and others who could be useful in the training and development process. ! epticism as to the value of the training - .ome small business owners believe the future cannot be predicted or controlled and their efforts, therefore, are best centered on current activities i.e., ma!ing money today. $ well-conceived training program can help your firm succeed. $ program structured with the company's strategy and ob'ectives in mind has a high probability of improving productivity and other goals that are set in the training mission. 5or any business, formulating a training strategy re"uires addressing a series of "uestions.

Who are your customers? Why do they buy from you? Who are your competitors? 9ow do they serve the mar!et? What competitive advantages do they en'oy? What parts of the mar!et have they ignored? What strengths does the company have? What wea!nesses? What social trends are emerging that will affect the firm?

The purpose of formulating a training strategy is to answer two relatively simple but vitally important "uestions/ 6)7 What is our business? and 6?7 What should our business be? $rmed with the answers to these "uestions and a clear vision of its mission, strategy and ob'ectives, a company can identify its training needs.

"dentifying Training #eeds Training needs can be assessed by analy ing three ma'or human resource areas/ the organi ation as a whole, the 'ob characteristics and the needs of the individuals. This analysis will provide answers to the following "uestions/

Where is training needed? What specifically must an employee learn in order to be more productive? Who needs to be trained?

To Employee Training and Development Process - Training $ethods for Employees - Top &egin by assessing the current status of the company how it does what it does best and the abilities of your employees to do these tas!s. This analysis will provide some benchmar!s against which the effectiveness of a training program can be evaluated. >our firm should !now where it wants to be in five years from its long-range strategic plan. What you need is a training program to ta!e your firm from here to there. .econd, consider whether the organi ation is financially committed to supporting the training efforts. If not, any attempt to develop a solid training program will fail. =e%t, determine e%actly where training is needed. It is foolish to implement a companywide training effort without concentrating resources where they are needed most. $n internal audit will help point out areas that may benefit from training. $lso, a s!ills inventory can help determine the s!ills possessed by the employees in general. This inventory will help the organi ation determine what s!ills are available now and what s!ills are needed for future development. $lso, in today's mar!et-driven economy, you would be remiss not to as! your customers what they li!e about your business and what areas they thin! should be improved. In summary, the analysis should focus on the total organi ation and should tell you 6)7 where training is needed and 6?7 where it will wor! within the organi ation. 3nce you have determined where training is needed, concentrate on the content of the program. $naly e the characteristics of the 'ob based on its description, the written narrative of what the employee actually does. Training based on 'ob descriptions should go into detail about how the 'ob is performed on a tas!-by-tas! basis. $ctually doing the 'ob will enable you to get a better feel for what is done.

Individual employees can be evaluated by comparing their current s!ill levels or performance to the organi ation's performance standards or anticipated needs. $ny discrepancies between actual and anticipated s!ill levels identifies a training need. !election of Trainees 3nce you have decided what training is necessary and where it is needed, the ne%t decision is who should be trained? 5or a small business, this "uestion is crucial. Training an employee is e%pensive, especially when he or she leaves your firm for a better 'ob. Therefore, it is important to carefully select who will be trained. Training programs should be designed to consider the ability of the employee to learn the material and to use it effectively, and to ma!e the most efficient use of resources possible. It is also important that employees be motivated by the training e%perience. ;mployee failure in the program is not only damaging to the employee but a waste of money as well. .electing the right trainees is important to the success of the program. Training Goals The goals of the training program should relate directly to the needs determined by the assessment process outlined above. 0ourse ob'ectives should clearly state what behavior or s!ill will be changed as a result of the training and should relate to the mission and strategic plan of the company. <oals should include milestones to help ta!e the employee from where he or she is today to where the firm wants him or her in the future. .etting goals helps to evaluate the training program and also to motivate employees. $llowing employees to participate in setting goals increases the probability of success. Training $ethods There are two broad types of training available to small businesses/ on-the-'ob and off-the-'ob techni"ues. Individual circumstances and the 4who,4 4what4 and 4why4 of your training program determine which method to use. %n-the-&ob training is delivered to employees while they perform their regular 'obs. In this way, they do not lose time while they are learning. $fter a plan is developed for what should be taught, employees should be informed of the details. $ timetable should be established with periodic evaluations to inform employees about their

progress. 3n-the-'ob techni"ues include orientations, 'ob instruction training, apprenticeships, internships and assistantships, 'ob rotation and coaching. %ff-the-&ob techni'ues include lectures, special study, films, television conferences or discussions, case studies, role playing, simulation, programmed instruction and laboratory training. #ost of these techni"ues can be used by small businesses although, some may be too costly. %rientations are for new employees. The first several days on the 'ob are crucial in the success of new employees. This point is illustrated by the fact that @, percent of all employees who "uit do so in the first ten days. 3rientation training should emphasi e the following topics/

The company's history and mission. The !ey members in the organi ation. The !ey members in the department, and how the department helps fulfill the mission of the company. -ersonnel rules and regulations.

.ome companies use verbal presentations while others have written presentations. #any small businesses convey these topics in one-on-one orientations. =o matter what method is used, it is important that the newcomer understand his or her new place of employment. To Employee Training and Development Process - Training $ethods for Employees - Top Lectures present training material verbally and are used when the goal is to present a great deal of material to many people. It is more cost effective to lecture to a group than to train people individually. 8ecturing is one-way communication and as such may not be the most effective way to train. $lso, it is hard to ensure that the entire audience understands a topic on the same levelA by targeting the average attendee you may undertrain some and lose others. 1espite these drawbac!s, lecturing is the most cost-effective way of reaching large audiences. (ole playing and simulation are training techni"ues that attempt to bring realistic decision ma!ing situations to the trainee. 8i!ely problems and alternative solutions are presented for discussion. The adage there is no better trainer than e%perience is e%emplified with this type of training. ;%perienced employees can describe real world e%periences, and can help in and learn from developing the solutions to these

simulations. This method is cost effective and is used in mar!eting and management training. Audiovisual methods such as television, videotapes and films are the most effective means of providing real world conditions and situations in a short time. 3ne advantage is that the presentation is the same no matter how many times it's played. This is not true with lectures, which can change as the spea!er is changed or can be influenced by outside constraints. The ma'or flaw with the audiovisual method is that it does not allow for "uestions and interactions with the spea!er, nor does it allow for changes in the presentation for different audiences. )ob rotation involves moving an employee through a series of 'obs so he or she can get a good feel for the tas!s that are associated with different 'obs. It is usually used in training for supervisory positions. The employee learns a little about everything. This is a good strategy for small businesses because of the many 'obs an employee may be as!ed to do. Apprenticeships develop employees who can do many different tas!s. They usually involve several related groups of s!ills that allow the apprentice to practice a particular trade, and they ta!e place over a long period of time in which the apprentice wor!s for, and with, the senior s!illed wor!er. $pprenticeships are especially appropriate for 'obs re"uiring production s!ills. "nternships and assistantships are usually a combination of classroom and onthe-'ob training. They are often used to train prospective managers or mar!eting personnel. Programmed learning, computer-aided instruction and interactive video all have one thing in common/ they allow the trainee to learn at his or her own pace. $lso, they allow material already learned to be bypassed in favor of material with which a trainee is having difficulty. $fter the introductory period, the instructor need not be present, and the trainee can learn as his or her time allows. These methods sound good, but may be beyond the resources of some small businesses. Laboratory training is conducted for groups by s!illed trainers. It usually is conducted at a neutral site and is used by upper- and middle management trainees to develop a spirit of teamwor! and an increased ability to deal with management and peers. It can be costly and usually is offered by larger small businesses. Trainers

Who actually conducts the training depends on the type of training needed and who will be receiving it. 3n-the-'ob training is conducted mostly by supervisorsA off-the-'ob training, by either in-house personnel or outside instructors. In-house training is the daily responsibility of supervisors and employees. .upervisors are ultimately responsible for the productivity and, therefore, the training of their subordinates. These supervisors should be taught the techni"ues of good training. They must be aware of the !nowledge and s!ills necessary to ma!e a productive employee. Trainers should be taught to establish goals and ob'ectives for their training and to determine how these ob'ectives can be used to influence the productivity of their departments. They also must be aware of how adults learn and how best to communicate with adults. .mall businesses need to develop their supervisors' training capabilities by sending them to courses on training methods. The investment will pay off in increased productivity. There are several ways to select training personnel for off-the-'ob training programs. #any small businesses use in-house personnel to develop formal training programs to be delivered to employees off line from their normal wor! activities, during company meetings or individually at prearranged training sessions. There are many outside training sources, including consultants, technical and vocational schools, continuing education programs, chambers of commerce and economic development groups. .electing an outside source for training has advantages and disadvantages. The biggest advantage is that these organi ations are well versed in training techni"ues, which is often not the case with in-house personnel. The disadvantage of using outside training specialists is their limited !nowledge of the company's product or service and customer needs. These trainers have a more general !nowledge of customer satisfaction and needs. In many cases, the outside trainer can develop this !nowledge "uic!ly by immersing himself or herself in the company prior to training the employees. $nother disadvantage of using outside trainers is the relatively high cost compared to in-house training, although the higher cost may be offset by the increased effectiveness of the training. Whoever is selected to conduct the training, either outside or in-house trainers, it is important that the company's goals and values be carefully e%plained. Training Administration

9aving planned the training program properly, you must now administer the training to the selected employees. It is important to follow through to ma!e sure the goals are being met. Buestions to consider before training begins include/

8ocation. 5acilities. $ccessibility. 0omfort. ;"uipment. Timing.

0areful attention to these operational details will contribute to the success of the training program. $n effective training program administrator should follow these steps/

1efine the organi ational ob'ectives. 1etermine the needs of the training program. 1efine training goals. 1evelop training methods. 1ecide whom to train. 1ecide who should do the training. $dminister the training. ;valuate the training program.

5ollowing these steps will help an administrator develop an effective training program to ensure that the firm !eeps "ualified employees who are productive, happy wor!ers. This will contribute positively to the bottom line. Evaluation of Training Training should be evaluated several times during the process. 1etermine these milestones when you develop the training. ;mployees should be evaluated by comparing their newly ac"uired s!ills with the s!ills defined by the goals of the training program. $ny discrepancies should be noted and ad'ustments made to the training program to enable it to meet specified goals. #any training programs fall short of their e%pectations simply because the administrator failed to evaluate its progress until it was too late. Timely evaluation will prevent the training from straying from its goals.