Distance Learning Techniques in Organizations - Essay Example

Distance Learning Techniques in Organizations Introduction 1.1. Case brief As a training manager of a fortune 500 company that has had to cut on the training budget, I face the challenge of transforming the way training is imparted today – from traditional classroom based training to one where training can be imparted from “distance”. I am assigned with the task to identify the various modes of distance learning that the organisation could possibly deploy and to define parameters on basis of which we could select the most appropriate mode(s). 1.2. Why this case is important: Trends in distance learning Distance learning is increasingly gaining importance around the world. According to a report issued in November 2010 by the Sloan Consortium, a nonprofit group that promotes online education, students enrolled in one or more online courses now account for 29 percent of the 19.34 million full- and part-time students enrolled in degree-granting universities in the United States. Some more numbers below put into perspective the growing trend in distance learning (Sloan consortium): a) 29% (5.6 million) higher education students in US took at least one online course in fall 2009 compared to 10% (1.6 million) in fall 2002 b) 12.2 million enrollments were made in online or distance education courses in the 2006-07 school year compared to 753,640 in 1994-95 school-year c) 66% two- and four-year institutions offered online courses in US in 2006 compared to 33% in 1995 d) The growth rate of online education was 21% compared to 2% in the overall higher education student population Among companies also, there are similar trends emerging which show that organizations are increasingly shifting their thinking towards distance training. According to Dr. Amy Finn (Chief Learning Officer at Centra Software), “smart organizations know that e-learning is a strategic solution that must be deployed throughout their organisation. It is no longer a question of “if,” but “when.” e-learning is becoming and will continue to be a part of organizational infrastructure, similar to mail packages and other suites of products used to increase organizational productivity.” 1.3. Approach to the case The approach to the case would be to in 5 parts: I. Define and detail what it would mean to impart training from “distance”: from instructors’ perspective and from trainees’ perspective. II. Identifying the various media and techniques possible for training from “distance”. III. Identifying the pros and cons for each of these techniques. IV. Identify and define the training environments, and which techniques are best suited for which environment. V. Defining a set of metrics to help select the best possible techniques for distance learning. 2. What “Training from Distance” means for the company The method of training is being changed from the traditional classroom training in order to reduce travel and per diem cost. In order to be focused and relevant, we need to first define what we are trying to achieve. Therefore, we could define the scope of “training from distance” as: a) The instructor and the trainees are separated by distance (different locations across the globe). b) The communication must still remain interactive. The trainees should be able to get detailed information and/or clarification on the subjects they want. c) The trainees should be able to still receive support and feedback from the instructors. Although, this feedback may not necessarily be immediate. d) The instructors should be as clearly comprehensible as during a traditional training session. e) Trainees should have access to all visual aids/presentations that the trainee would otherwise have used during a traditional classroom training session 3. Media and Techniques possible The media that could possibly be used are Print, Audio, Video, and Computers. Within each media, several techniques could be used as shown in the table below: Print Audio Video Computers Training guides and manuals Telephone (Voicemails) Videotapes and DVDs Training Videos posted on company intranet Workbooks Audio conferences Live Satellite broadcast Interactive training modules Fax Audio files/CDs Video conferences from desktops Live Chat Podcasts E-mail Dedicated Internet based resources 4. Strengths and weaknesses of the instructional media Having identified the various instructional media and techniques, we can now look in details the pros and cons for each. This would help identify the most suitable technique to undertake in different situations. a) Print Media Advantages of using printed material Disadvantages of using printed material Access: Print materials can be used at any location No Interaction: Other media must be used along with the print media in order to make it interactive Comfort: Some employees are more comfortable using printed material No A/V support: For trainings (like visual concepts) where audio and/or video is strongly needed, the print media is not effective Low Cost: Cost of replicating the printed material is low Reading skills: If the trainees are weak at reading or if they take a long time reading, this method may not be the most efficient There is some time delay & Cost of moving materials to different locations b) Audio Media c) Video Media d) Computers 5. Learning environments and instructional media There are two types of learning environments depending on whether or not the trainees receive the inputs at the same time as the trainer imparts the training. If the trainees receive the inputs at the same time as the trainer imparts the training, it is called a synchronous learning environment. While, if the trainee does not get inputs in real time from the trainer, it is called an asynchronous training environment. In the synchronous learning environment, the instructor and the trainees can interact live through either audio or video modes, which means that the must be scheduled, and the participants are fixed by time and place (in case of video). The asynchronous learning environment, although less interactive, provides more flexibility to the trainee in terms of time and place of access (Grazidei). The below table shows which training techniques best support which learning environment. 6. Set of metrics to help decide best techniques No unique distance learning media or technique can be best for all kinds of trainings. In order to be able to decide which techniques are best suited for what kind of training, we need to first make sure that any chosen technique must match the following criteria (Lockee B.): 1) Budget: The cost of implementing technique chosen should be very high. Cost is the main factor for shifting to distance learning 2) Technology concerns: Proper technology and technical support needed for a chosen technique must be available at target locations 3) Faculty concerns: The instructors should be comfortable in imparting training via the media chosen 4) Trainee concerns: Training content must be easy to access and the trainees should also be comfortable using the technique. If these basic criteria are met by the training techniques, the best suited technique can be chosen based on the below suggested need matrix. The blue colored cells identify the requirements for training and the green colored cells show the corresponding best choice of techniques for distance training. References Grazidei W. Building asynchronous and synchronous teaching-learning environments: Exploring a course/classroom management system solution. Web. 16 May 2011. http://horizon.unc.edu/projects/monograph/CD/Technological_Tools/Graziadei.asp Holden J., Phillip J. – L. Westfall. USDLA. An instructional media selection guide for distance learning. Second edition. P 5-44. Lockee B., Moore M., Burton J. (2002) Measuring success: Evaluation strategies for distance education. Educause Quarterly. Number 1 2002. P20. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf Sloan Consortium. Class Differences: Online education in United States, 2010. http://sloanconsortium.org/publications/survey/class_differences Willis, B. (1995, October). Distance Education at a Glance. University of Idaho Engineering Outreach. Web. 16 May 2011. http://www.uiweb.uidaho.edu/eo/dist1.html Read More