Web-based training - Essay Example

Full or Introduction The world is discovering a new instructional tool, the Internet, which defies geographical, financial, and time boundaries. Member firms of the trade association worldwide are employing the World Wide Web to give employers, employees, and those wishing to gain knowledge more opportunities to learn. Web-based training and instruction strategies employ the Internet in delivering instructional information. A current training method can be supported by web-based instruction can support an existing teaching method or computer-based instructional methods can be used instead of the existing method of training. These act as an extension of businesses, firms, and industries in providing learning opportunities to various individuals such staff members and employees. Training via web-based instructional intervention and information literacy allows users to learn at their convenience as the Internet allows learning, instructing, and training to go on regardless of location and time. The instruction is not limited to an office, conference room, or classroom at a set hour. Users work according to their learning style and pace. Traditional training and additional education usually causes users to work at the pace of others and various learning styles cannot be accommodated. Learning may be hindered. Additional advantages are online education provides more affordability, flexibility, and options. Also, opportunities for learning, growth, and increased jobs are also a plus with training via technology. There is much literature on the topic of transferring the skills to those who are being trained. The goal of empowering employees, staff members, and students to use resources without assistance can be achieved in a number of ways. Some of these different avenues include learning via general tours, special group sessions, online tutorials, semester-long courses, office training sessions, company training opportunities, or a combination of these. Student's Last Name 2 Aim To evaluate and gain a better understanding of web-based instructional (training) intervention and information technology and to determine the feasibility of delivering online training for a trade association or a similar organization Literature Review New technologies throw open possibilities of doing old things in a new way. This has happened in the provision of many services. "Education has not lagged behind in adopting the new technology in its service. It has welcomed the new Internet technology with open arms, and on its part, the Web has more votaries at its shrine than that of any other computer innovation," reports McCormack and Jones (1998, p. xi.). Knowledge provided traditionally by trainers and instructors is now accomplished via the Internet, computer-based training, and various methods delivered by technology. These delivery methods are now being used with traditional training and/or in place of the standard ways of learning and training. The use of the World Wide Web (WWW) as an instructional tool is gaining momentum as companies and businesses resort to it as a useful tool in the armoury of their professional devices. Students, professionals, and workers also use it in learning and training. Strategies that employ the Web as the repository for instructional information are known as Web- Based Instruction (WBI). Web-Based Instruction via information technology can support an existing teaching method or be used as a replacement, but according to McCormack and Jones, the former is currently the most common (p. 2). Web-Based Instruction (or training) can also provide tools and services that offer an extension of what teachers, parents, and other individuals try to teach and instill in their students, employees, and others. There are many websites that offer this service. One such example can be found at www.interventioncentral.org. Intervention Central (2006), found at this website, provides an extension of teacher instructions by giving the users an opportunity to check out newly posted academic and behavioral intervention strategies, download publications on effective teaching practices, and use tools that streamline classroom assessment and intervention." Web-based instruction has evolved from many computer-based instructional methods, collectively called Computer-Based Education (CBE). CBE uses the WWW as a repository Student's Last Name 3 for instructional information and the Internet as the distribution channel for that content as Web-Based Instruction (WBI). McCormack and Jones (1998, p.139) say that: "' you can use the Web as a repository, (users) can access (particular websites) retrieve any information that would be useful to them. Not only can you use the Web to help distribute information - you can also place the information in a form that goes beyond text (and traditional training methods) and takes advantage of the media that will help (users) understand better and to which they can relate more easily." The WWW as a conduit for learning has a profound effect on the manner in which our students learn and teachers teach. Koonce (1998, p.1) observes that there is a widespread convergence between Web-based instruction and learning and online peer communities' training and technology. As Rosen (1998, p. 1) points out, however "The World Wide Web is merely a tool, as is a chalkboard, overhead projector, or VCR. Tools don't teach. When effectively implemented they assist in the learning process." The Internet allows learning, instructing, and training to go on regardless of location and time. This convergence is having a revolutionary impact on both the nature of training and the skills that trainers need to do their jobs in the next few years. Koonce poses the question whether the 'new generation (trainers)' are "ready for what these changes will mean" to them'whether they are "becoming (an) expert at these new technologies and the new modalities of learning that are developing' Or is your idea of training still centred on the use of flipcharts and stand-up presentations, icebreaker exercises, and extensive lecture'" Training and learning that is linked with technology goes by many terms. Terms such as online learning, distance learning, Web-based learning, Internet-based learning, online training, and asynchronous learning are usually used interchangeably. (Jones, Moeeni, and Ruby, 2005.) As will be seen from the next few definitions, the terms can be used interchangeably as they are extremely similar. eLearning Glossary & Technical Terms (2005) defines online training as "An umbrella term used to describe any education or training that occurs online." Online training is reported by McKimm, Jollie, and Cantillon (2003, 870-873) as learning via the use of "(the web)' as a learning tool to support formal programmes and as a means of delivering online learning programmes." Another term that will be defined is Internet-based learning. This type of learning is a form of distance learning/training. A Web server hosts courseware that has been placed by an instructor, or tutor. The courseware that is provided online follows the same pattern as the actual course that is being taught in the physical/actual location. The material used for instruction can be validated at source and included in the course that is provided online. Although this is a Student's Last Name 4 rather expensive way to provide complete training via software, users can then access the information from various places. Tait (n.d.) gives an alternative method: The alternative is a type of independent study in which learners search the Internet for materials that are relevant to their interests. This is a more constructive process that can provide access to a wide range of courseware and multiple views of a subject area, but the suitability of the materials for a taught course cannot be guaranteed. These two modes can be combined to form a more general approach that may be described as Internet Based Learning. The last term mentioned is asynchronous learning. Common Terms Used in Online Learning (1999-2006) lists the definition as "learning where people are not online at the same time and interaction does not occur without a time delay, allowing people to participate on their schedules. Examples are email, discussion groups, and self-paced courses delivered via Internet or CD-ROM." When used as a training tool, the Internet can meet the needs of different categories of various users by giving them training materials in a variety of ways. Traditional training with non-traditional training such as video clips and sound and illustrations, etc. can help users learn in ways never before imagined. The term intervention means "To come, appear, or lie between two things; to involve oneself in a situation so as to alter or hinder an action or development" as defined by intervention (n.d.). Training interventions can be either macro or micro. Macro interventions are aimed at a group and not an individual. Micro interventions are geared toward individuals. Even if in a group setting (such as a entire class or department), the individual is the focus. Web-based training intervention programs shall incorporate both macro and micro in the designing as individuals and groups will be using the system. Intervention activities, such as the lessons provided online or the support that is offered, need to be appropriate to the course instruction and need to be included. The intervention activities that are selected should be based on the appropriate learning, training, and design theories (as mentioned in this study) and fit the goals and objectives of the program/system. Information Literacy is the empowerment of being able to identify, find, evaluate, and to use information to solve issues and problems. There are various styles of online training. Jones, Moeeni, and Ruby (2005) quote Hiltz (1998) as the author reports the following: ' "asynchronous learning network" model as opposed to the "mass market" model, whereby the instructor utilized true "anytime, anywhere" learning. The Student's Last Name 5 "mass market" model is'sending material to (users), receiving back individual assignments or test materials, and providing some means of limited one-to-one communication between the (user) and (trainer). Online training provides more affordability, flexibility, and options. Opportunities for learning, growth, and increased jobs are also a plus with training via technology. Since online training can be taken anywhere there is access to the Internet, accessibility is one advantage of training. There is a huge variety of choices in which courses or instructions to select. Being able to communicate with other employees worldwide is another plus. Online training usually requires less time and cost than traditional training. Training materials are more readily available via e-mail, websites, downloading, and printing. (Kuther, 2006.) This form of instructional/training intervention and information literacy allows for various approaches to be employed; however, a very few individuals are using this type of instruction. As stated earlier in this study, information literacy is not the same as years ago due to modern technological advances such as the Internet, both professionals and students must learn new skills in order to employ and implement the new ways of information technology. Businesses such as companies and industries should develop and implement a plan in order to help users increase their knowledge of how to use the new methods of information technology. (Burkhardt, et al, 2006.) Those who are in management or in charge of the businesses and departments that offer Web-based instructional intervention and information literacy via the Internet should be provided with instructions in various forms such as informational web pages and links, samples, references, worksheets, examples of how other businesses are offering instructions, sample business success stories, CD-ROMS that let managers print the information that they need. Matthies (2005) uses the Association of College and Research Libraries (1989) in his writing and states, "Broadly defined, an information-literate person knows when information is needed and also has the ability to 'locate, evaluate, and use effectively the needed information'. The writer also refers to the Association of College and Research Libraries (2000), "The notion of creating lifelong learners who have the ability to think critically about all manner of information is central to the philosophy of information literacy (Association of College and Research Libraries 2000). An information-literate person has acquired a skill set which allows him to continue learning throughout his lifetime." Web-based training and instruction does not have to be only for businesses and schools. This type of information and learning can be used in many areas of life. In one Student's Last Name 6 example, Native American Students Prepare (2002) speaks of how an agency provides non-traditional education to American Indians. The article reports: In Flagstaff, Ariz., many Navajo and Hopi residents from nearby reservations have struggled to preserve their cultural traditions while adapting to urban lifestyles. Once settled, many realize that economic success in the urban environment requires at least a high school diploma or GED, so they seek alternative educational programs for themselves and their families. Native Americans for Community Action (NACA), a health and human services agency in Flagstaff that serves primarily off-reservation American Indians, has gone well beyond traditional methods of learning by offering its clients self-paced instruction over the Internet. Each year, more than 5,000 individuals and their families receive NACA services, such as career counseling, substance abuse education and prevention for youth, substance abuse intervention and treatment for adults, as well as tobacco and diabetes education. Some studies and programs question the effectiveness of using the Web and Internet as training and implemental education tools. The effectiveness of intervention methods should be examined. Such areas as awareness, the culture involved, purpose for training and instruction intervention, targeted audience, goals and objectives, communication, nature of the business/company, etc. should be the focus of examination when determining the effectiveness of Web-based intervention methods and training via technology. There is a need for information and research on the effectiveness of Web-based instructional intervention and information literacy as it is still new and not as accepted as more traditional methods of instructing. Current studies and future studies will be extremely helpful in contributing to the development, implementation, maintenance, and impact of intervention methods. The evaluation of effectiveness will also allow for necessary changes and future developments of related programs and methods. Evaluations will measure the effectiveness, the amount of usage, and provide feedback and results/findings. These provide important information and knowledge which help determine the changes that may be necessary, results/findings that arise from the usage of Web-based training methods, and to provide more options and opportunities to meet the needs of the users. Evaluations will also give companies and/or instructors (trainers) a chance to learn the usefulness and worth of their work and it saves valuable resources for all those involved. Measuring the effectiveness of training via technology also allows for the provider to know whether or not the content and service is adequate, easy to use, and meeting the goals of all those involved. Casebeer, Strasser, Spettell, et al (2003, page 5) explain the importance of evaluation, measuring, feedback, and monitoring in Student's Last Name 7 regards to web instruction for those who want to learn more about the field of medical preventative practises, "Existing physician-education sites have often been designed and developed without systematic application of evidence and cognitive-educational theories; little rigorous evaluation has been conducted to determine which design factors are most effective in facilitating improvements in physician performance and patient-health outcomes that might occur as a result of physician participation in Web-based (training). Theory and evidence-based Web design principles include the use of: needs assessment, multimodal strategies, interactivity, clinical cases, tailoring, credible evidence-based content, audit and feedback, and patient-education materials. Ease of use and design to support the lowest common technology denominator are also important." The same researchers/writers came to these conclusions and findings after they employed applicable methods of measurement, "Nearly all physicians have access to the Web, know how to use it, and access it for medical information. Physicians reported most frequently using the Web for e-mail, medical information sources, travel information, product information, and professional association communications. A particular patient problem was the most-common reason for seeking information through the Web. Credibility of the source, quick and 24-hour access to information, and ease of searching were most important to physicians. Barriers to use included too much information to scan and too little specific information to respond to a defined question. Many online medical resources lack design features that organize content and simplify usage; a dearth of well-designed applications in medical education has been noted." Hence it is a waste of time, money, and effort if companies do not have a way of evaluating, measuring, feedback, and monitoring. Training via technology should have evidence of effectiveness. Various ways of measuring the effectiveness include the grades/scores and results of the users, feedback, case studies, reports, interactivity, and, as stated by Casebeer, Strasser, Spettell, et al "'providing teaching and support in response to the individual's immediate needs." If an training tool does not have an impact on the users then it is not effective." Determining the needs of users/learners and providing the necessary information such as charts, data, and reports will make the learning tools more effective. Materials that are provided for the training should be credible and supported by evidence-based publications. If the course materials are endorsed by an individual or a company, then these should also be credible and accredited. Methods of measurement and evidence of effectiveness of web-based training will assist the company and the trainer/instructor in meeting the needs of the users/learners. There are a variety of diagnostic assessments that have been developed. These assessments should be designed to meet the particular needs of the website, users, Student's Last Name 8 trainers/instructors, and businesses. A useful diagnostic assessment should be compatible to the intervention in order to test its effectiveness and impact. Measuring the results is very crucial in order to see where improvement and changes need to be made, the results and findings, the effectiveness of theory and intervention activities, record keeping and documentation of the program, groups, and individuals, etc. Methods of measurements include, but are not limited to feedback, interviews, questionnaires, reports and case studies, program attendance records, medical examinations and visits, documentation of evidence, etc. will be advantageous and necessary as it is the final step in model of designing an intervention program. In this case (women and smoking), a conceptual model was used. The conceptual model of intervention answered the following questions, which have just been addressed in this essay: What is the goal' What learning behaviour, attitudes, and grades/scores are expected' What behaviours must be learned or how must the environment be changed' What predisposing, reinforcing, and enabling factors must be considered' What tasks must be completed' What theories or models will be used' Will the intervention be macro, micro, or both' What intervention activities will be used' How will the programme results be measured' What impact has the intervention created' (Practice and Evaluation of Health Interventions, n.d.) An example of the importance of measuring effectiveness and evidence that the system is effective can be found in the topic of the medical field. Regarding medical topics (such as physicians, prescriptions, clinics, etc.), people want evidence that professionals, hospitals, clinics, and procedures are credible with adequate evidence. The Internet has allowed for many people to gain education and knowledge of professions that are normally considered to be learned via traditional learning and hands-on practice. The area of medicine is a field in which lifelong learning and training is required and many individuals' health and care is dependent on professionals in this field. These are a couple of reasons why the education of those in the medical field is so crucial. This A few years ago, it was a joke for one to state that he or she acquired his or her education/training through the Internet. However, with web-based instructional intervention and training using the Internet and technology, long distance learning is no longer something to be ridiculed or doubted. As stated earlier, it is very important that the creation, implementation, application, principles, evaluation, and feedback be strictly employed in order that the information and learning is credible, of high quality, ethical, easy to use and understand, and evaluated. Web-based training should not have too many barriers to prevent the users from maneuvering through the information with ease. Such barriers can consist of information that is not applicable to certain time or geography (as people from around the world should be able to access information 24 hours per day), unorganized information, sources that are Student's Last Name 9 not credible, and an inadequate amount of information. An adequate amount of information means that there should not be too much or too little information. (Casebeer, Strasser, Spettell, et al ,2003, page 5.) A system to measure effectiveness will determine the success of the web-based training or changes in the current system. Training by employing technology includes fostering learning and training, creating an environment that encourages the most learning incorporating the style and pace of the learner/user, and providing the instruction that is necessary. Models, theories, guidelines, and procedures must be considered, incorporated, and implemented. There is a strategy in developing a intervention program, or system, that will be most successful in meeting the goals of assisting users of the system to gain instruction and knowledge. In developing an effective training tool using the World Wide Web, learning theories should be employed as this is extremely important in traditional learning. Cognitive learning involves processes such as solving problems, making decisions, and reasoning. Cognitive learning theories state that learning is due to internal processes instead of learning through the external (environment). Kehoe (1999) quotes Smith & Ragen (p.18), "(Cognitive learning focuses) on explaining the development of cognitive structures, processes, and representations that mediate between instruction and learning." Since there are different styles of learning, then it only makes sense that different methods of training/teaching be used. Some suggest that a basis for instruction sequencing is provided by learning hierarchies. Gagne (n.d.) the Conditions of Learning Theory, which lists instructional events: (1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization) Student's Last Name 10 It has also been found that people learn better when the instructions, practises, and skills are repeated. "Learning through the Web can also be enhanced by immediate repetition, which helps the learner make new knowledge and skills explicit. These aspects put the student at the center of the learning processes, as suggested by situated learning theory, and make many resources available through a large number of different learning pathways and possibilities. Computer-based models for problem-oriented learning and clinical reasoning are simpler and less expensive to produce than those models that depend on live interaction and can be extremely effective. In addition to situated learning theory, cognitive flexibility theory also strongly supports the use of interactive technology and the use of clinical cases to emphasize knowledge construction rather than the transmission of information," reports Casebeer, Strasser, Spettell, et al (2003, page 5). Some online training sites only contain text. Text-only sites do not offer users the opportunity to learn most effectively as the Internet gives the opportunity to use various tools and pathways, including the use of experts. Interactivity, current messaging and feedback, and immediate responses are processes that make web-based company training more successful. These tools also allow users to learn by repetition. Casebeer, Strasser, Spettell, et al states, "Learning through the Web can also be enhanced by immediate repetition, which helps the learner make new knowledge and skills explicit. These aspects put the student at the center of the learning processes, as suggested by situated learning theory, and make many resources available through a large number of different learning pathways and possibilities. Computer-based models for problem-oriented learning and clinical reasoning are simpler and less expensive to produce than those models that depend on live interaction and can be extremely effective." People also learn better by doing and by participating actively in the training/learning process. Trade associations and organizations should focus on the processes of learning The University of Bath CMC Glossary (2004) defines interactive learning as, "Learning which involves interactions, either with other (users, staff members, trainers/teachers), the environment, or the learning material. In online learning, interactions often, but not always, involve multimedia. Interactive learning offers involvement. The (users) may be able to interact with their instructors, the learning curriculum (or material), the environment, etc. In other words, interactive learning is about being involved and not just simply passive learning such as reading about the information or watching a film/video regarding the knowledge." It has been stated that learning is a process. Smith (1999) refers to Merriam and Caffarella's (1991: 124) quote of Mables and Webster's (1980) definition, "learning could be Student's Last Name 11 thought of as a process by which behavior changes as a result of experience'" Learning theories suggest that learning is a process. There are various theories. One theory is the stimulus-response model. This is the behaviorist orientation to learning. This theory states that behavior is observable, learned by a change in behavior, and is shaped by the environment that surrounds individuals. In other words, this theory suggests that external factors such as environmental elements determine what individuals learn instead of individual learning. (Smith,1999.) Another learning theory is the cognitive orientation to learning. This focuses on the mental procedure, or the act/process of knowing, of learning. People who support this theory believe that learning comes from expectations, connotation, and the making of different connections. Thoughts and perceptions are viewed as a whole or a pattern instead of individual images. Individuals use knowledge and information that was gained earlier to come up with strategies and planes. Individual differences are huge factors of learning. Social learning is another way of some people view learning. The social learning suggests that individuals learn from watching each other. Learning comes from practicing and participating. By watching the consequences of others' behavior and choices, individuals gain knowledge and learn. (Smith, 1999.) Gagne (n.d.) suggests, "'five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. An example of designing web-based instructional intervention and the issues that are faced is found at the website http://www.wcer.wisc.edu/TEAM/projects_funding.html. Advancing the Math Skills of Low-Achieving Adolescents (2004-2007) gives the details of a project created to "implement, test, and refine the most effective ways of helping low-achieving students develop their computation and problem-solving skills in mathematics within the context of a teaching method called Enhanced Anchored Instruction (EAI)." Many instructors are timid about teaching more difficult and challenging math skills to low-achieving students due to their grasp of basic math skills. Due to the teachers being reluctant, students tend to lose enthusiasm and motivation for the subject, which in turn contributes to their not enjoying math. It is of utmost importance that the instructors and designers know how to best integrate instruction of higher- and lower-order math skills as this will assist the teachers in doing their jobs. It is wise that there is an adequate amount of research before designing instructional methods and materials for low-achieving adolescents. Advancing the Math Skills of Low-Achieving Adolescents (2004-2007) lists the author's major and legitimate concerns in the designing of methods and materials, "(a) that students who have low math skills will not be able to solve the more difficult types of problems advocated by NCTM and (b) that having such students spend time on problems they are not able to solve will limit the time available for basic skills instruction." ategories of learning: verbal information, intellectual skills, cognitive strategies, motor skills Student's Last Name 12 and attitudes. Different internal and external conditions are necessary for each type of learning." These factors must be considered when designing an instructional/training website. A literature review of over 500 reports that covered the topic of web-based courses was conducted by Wisher and Olson (2003). The reason for the research and study was due to the fact that the U.S. Army, at that time, was making plans to use networked communication systems to provide its soldiers with training to increase self development. The Army's intention was for soldiers to "assume increased responsibility for the acquisition of knowledge and the development of skills, delivered over the Internet or military intranets," as reported by Wisher and Olson (2003, pp. 4-9). Distributed learning technologies would provide training on demand as the soldiers needed and wanted. This helps to make the training more focused on the soldier and less on the classroom. In order to design such a program and method, the assessment of available literature on distance learning in regards to training needed to be accomplished. Evidently, there is an increase in web-based instruction websites due to the World Wide Web. Complete courses and supplemental materials allow users to gain instructions like never before. Dillon and Zhu (1997, p. 221) quote Dillon (1996) report, "The World Wide Web is a hypertext/hypermedia information and communication system on the Internet. The specific features of hypertext/hypermedia such as linked nodes of information, multiple access paths to information, if well designed, the ability to pursue information at increasing levels of detail for example, are considered to distinguish the new medium from the traditional print medium in several ways." Therefore, it is important that the website be well designed by the instructor(s) and designer(s). Putting information together in a sequential order and maximizing the transfer of information from trainer/instructor to user/learner. As it seems with most things, there are theories to the designing of instruction. "The design of any instruction usually involves the use of instructional theories, design models, and strategies," state Dillon and Zhu (1997, p. 221). These models and theories provide a blueprint, or framework, in which the instructional website is designed. Instructional theories' main objective is to properly structure and arrange materials in order to instruct and educate. There are two major divisions of instructional theories-cognitive approach/thought and behaviorist approach/thought. However, regardless of the instructional theory and design that is chosen, all students have certain expectations for the course/instruction. They typically base their expectations on what they are familiar with-traditional instruction and traditional Student's Last Name 13 learning. Therefore, web-based training courses still need to follow a particular sequence. There are many factors that come into play when determining if the design of the system will be accomplished in house, outsourced, or a combination of the two. It is recommended that the entire project's development not be outsourced. There must be one individual or more who has enough expertise on the matter to handle some of the problems that will arise. Otherwise, a well-developed system will be developed but solutions will not exist as there is no one onsite to solve problems. The main factors that must be considered when designing web-based instructional intervention are the needs and level experience of the target audience. To successfully design web-based instruction, the model of instructional system must work with the way humans cognitively process information. Humans interacting with humans in a traditional learning setting are not the same as humans interacting with computers. This is why it is crucial that the website and web pages are easy to understand with features that are simple to understand. A basic knowledge of computers and the Internet will be helpful to the student. Computer-mediated communication can come into play if users communicate with their instructor or an expert via the computer and Internet. Wikipedia, the free encyclopedia (last modified 2006) gives defines computer-mediated communication (CMC) as "any form of communication between two or more individual people who interact and/or influence each other via separate computers through the Internet or a network connection - using social software. CMC does not include the methods by which two computers communicate, but rather how people communicate via computers." Instructional websites usually offer customer service or a "contact us" option where users can send e-mail messages to the instructor or the host of the website. E-mails are the most popular form of CMC. Through the intranet computer-mediated communication (CMC) is used to "converse" with the instructor, trainer, webmaster, etc. to get answers and customer support. Therefore, this creates a virtual culture. An example of a virtual culture is when a shy individual is able to be more sociable online since he or she feels more comfortable with text than face-to-face communication. This happens frequently and has help to create the virtual culture that does exist due to technology and the Internet. There are many terms that mean the same as virtual culture. One such term is E-world and so CMC allows people who use E-world communication to be sociable as they zone in on verbal clues. Although it takes a longer amount of time than regular communication, people are drawn to one another if they like the perception that they have about others based on the text that Student's Last Name 14 has been received. In some instances, people can even be more sociable using E-world communication than face-to-face as they can avoid such barriers as shyness, body language, face-to-face interaction, etc. Many advantages of information technology for a trade association have been listed. However, there are also disadvantages. Security issues in the workplace are a big disadvantage of intranets. The use of intranets bring up security issues such as identity theft, personal information being shared, illegal access and sharing of company data, etc. Due to increased technology, crimes such as identity theft are something that we usually never had to deal with before. Businesses are no longer small and have spread throughout the world, safety and security issues span the globe. When securities needs are overlooked, they can cause problems for everyone and this causes lawsuits and liabilities. Information was once stored on paper. Pfleeger and Bloom (2005) describes the simplicity of keeping information secure back when information was stored only on paper, "It's easy to protect information stored on paper: we can limit the number of copies or keep them in a safe place, maybe even under lock and key. It's also easy to limit the flow of this information from one place to another because copying and sending to another person takes more effort. Another disadvantage is that users must stare at a screen and it was found that students disliked this especially if there was poor images quality and poor interfaces. Also, e-mail has become a necessity in today's society. However, with the introduction of spam, e-mail is no longer the best thing for users worldwide especially when it causes many negative and devastating effects. Spam mail is the most widely spread and devastating problems on the e-mail environment. Although e-mails and electronic transactions are increasing tremendously, many companies are still not prepared to protect themselves from lawsuits of privacy invasion and matters of preserving confidentiality. Many companies do not have policies and procedures regarding this topic and employees are not trained in what should be kept confidential, the invasion of privacy, and what roles and rights the employers and employees have. Many people think that spam is simply bothersome junk mail that gets in their way or fills up their e-mail account. However, spam is extremely costly in more ways than financial for users, companies, and Internet Service Providers. Spam can deliver more security problems and negative consequences. Messages that are offensive and disruptive can be sent electronically. Chain letters and some jokes can be disturbing and negative. Topics such as gender, religion, disabilities, gender, sexual orientation, and more can be contained in spam. There are other disadvantages and it is important to note that intranets sometimes contain large sections that are "under construction". This happens when a new section is being created, typically by a design team, and a template or section is set up with a small portion of content listed. Student's Last Name 15 Summary The results collected show that although a high number of users have a good knowledge of computer use and that web-based instruction and online training is the fastest growing form of instruction, many are still hesitant about this innovation. However, companies that offer online training and users who employ this type of training state there is a big impact on training and learning. Findings suggested that more need to be done to advocate and promote online training. Regardless of how well a program is designed, if it is not being used then it is ineffective. In order for users to grasp the concept, staff members of companies must first understand and promote it. This can be accomplished when staff members are able to understand how they can benefit from technology and what their roles could involve. Results show a lack of defined promotional strategy. Promoting and teaching requires planning. A marketing strategy would help companies determine what they planned to achieve with these types of promotional activities, and how they could carry them out. This could be revised each year to incorporate any improvements such as those suggested by this study, thus forming a firm basis for future promotions. Literature proves how important consistent evaluation of activities is and emphasizes that it must be a continual not summative process. Additionally, the literature review in this research paper shows communication is a key ingredient in good promotion. This study shows that key audiences (such as company staff members and sample users) can help in the promotion of information technology and can offer important observations and suggestions. Future evaluations which involve communication with the target audiences could therefore be beneficial, particularly for identifying improvements to the promotion which need to be made. Advantages and disadvantages were listed as current studies revealed many. The advantages far outweighed the disadvantages. Therefore, findings show that it is highly feasible to incorporate and employ information technology and online training in the trade association. As stated earlier, proper research, planning, evaluation, maintenance, and adjustments must be employed. Student's Last Name 16 References Advancing the Math Skills of Low-Achieving Adolescents in Technology-Rich Learning Environments. (2004-2007). Retrieved 24 October 2006, from http://www.wcer.wisc.edu/TEAM/projects_funding.html Burkhardt, et al. (2006). Creating A Comprehensive Information Literacy Plan. 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