Web-Based Training

Current Web-based training (WBT) is based upon systematic research and experience with strategies for improving learning and instruction, beginning in the early part of the 20th century and continuing to the present. Use of the World-Wide Web for delivery may improve access to training, but the effectiveness of the resulting training and the usefulness of the outcomes is chiefly dependent upon the quality of the instructional design and the completeness of the support package provided. Factors that impact WBT quality, and which must be addressed in design and implementation processes, include assessment and accommodation of trainees previous learning experiences, training expectations, and overall readiness for new training; availability and familiarity to trainees and trainers of appropriate delivery technologies; presence of technical support; opportunities for interaction with the trainer and other trainees; the preparation and practices of trainers; corporate support and recognition; trainees capacities and expectations for independent and self-directed learning; and the presence of relevant, quality online training materials. WBT creates changes and may thus produce stresses in the training environment, as well as efficiencies. Reduction in travel and subsistence requirements means cost savings, but may also be seen by trainees as depriving them of opportunities to meet with each other face-to-face; self-pacing means trainees may proceed independently and at their own rate, but also that group support may be reduced (unless a cohort model is adopted); use of the Internet for delivery of training materials may foster trainee independence, but may also result in confusion for some trainees used to print materials and a paced, group delivery model; trainers no longer have to lecture as materials (always high quality, and often multimedia-based) are prepared in advance, but some may resent the loss of their role at center-stage; trainees are more responsible for their own learning, which may reflect the autonomy of adult responsibility common in the other areas of their lives, but this may be different from the expectations of some for how training should be conducted. To achieve the efficiencies and advantages well-designed and -managed WBT may offer, adopting organizations must make adjustments. Managers may need to show concrete support for online training by permitting trainees to use corporate resources during company time, to assure access to adequate bandwidth. Trainers may need to master new skills and be willing to adopt new roles less concerned with information dissemination and more involved with meeting individual trainees expressed needs. Trainees themselves may also need new skills, and may need to exercise more independence and selfdirection in their learning. As technologies become more available to support WBT, and as more models of successful WBT are available, the commitment to this delivery model is predicted to continue to grow. The previous corporate experience of the productivity paradox in relation to computers, in which some succeeded in improving productivity while others did notand some even experienced productivity losseswill need to be avoided, especially in relation to promising innovations such as reusable learning objects. Similarly, arrival of the noncommercial new Internets in Canada and the United States constitute a fresh start, an opportunity to demonstrate the value of these resources for academic and research purposes. 2 Choices of the right technologies, effective use of these choices, attention to security and privacy concerns, adequate training and support of users at all levels, assurance of timely and convenient technology access, an

Motions 1994 volume 22 number 5

https://digital.sandiego.edu/motions/1048/thumbnail.jp

Spartan Daily, February 9, 1996

Volume 106, Issue 11https://scholarworks.sjsu.edu/spartandaily/8796/thumbnail.jp

BGSU 1987-1988-1989 Undergraduate Catalog

Bowling Green State University undergraduate catalog for 1987-1988-1989.https://scholarworks.bgsu.edu/catalogs/1016/thumbnail.jp

Holland City News, Volume 103, Number 47: November 21, 1974

Newspaper published in Holland, Michigan, from 1872-1977, to serve the English-speaking people in Holland, Michigan. Purchased by local Dutch language newspaper, De Grondwet, owner in 1888.https://digitalcommons.hope.edu/hcn_1974/1045/thumbnail.jp

Town of Sanbornton 2013 annual town report.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire

Blending deaf and hearing cultures.

Master of Social Sciences in the Centre for Communication, Media and Society. University of KwaZulu-Natal, Durban 2015.Sign language practice is gaining prominence as inclusive eco-art interventions assist with integrating the Deaf into wider society in the City of Durban. Urban-nature adventures that attract both Deaf and hearing participants include Deaf Theatre, Silent Cinema, Skywriting Poetry and Board Gaming at pavement cafés and Deaf-friendly spaces in Durban. Skywriting is a term originated by the Green Heart Movement to illustrate the ‘mirroring of sign language to writing in the sky or Air’. The idea introduces an imaginative and accessible terminology to describe the term ‘sign language’ and encourages the hearing to become familiar with Deaf culture and its visual language. Eco-arts offer entry points into social solidarity and inclusiveness. The activations hone poetry skills and encourage interaction through sensitised socialisation. The self-generative poetry sessions assist multi-cultural groups from across the age spectrum to form a dynamic community of practice. Active citizenship showcases participants performing poetry in eco-cultural spaces across the City. The theoretical framework is informed by the Syntactic Theory of Visual Communication (Lester, 2006), Intergroup Contact Theory (Pettigrew, 1998) and Communities of Practice (Lave and Wenger, 1991). Central to the study are visual culture and two disparate social groupings. The research design incorporated ‘arts-based critical auto-ethnography’ (Taylor, 2014) as a focusing lens to achieve a holistic understanding of the complexity and convergences of Deaf and Hearing Worlds. Through action inquiry the researcher explored ways of facilitating interaction between Deaf and hearing participants. The study sample comprised eight Deaf and eight hearing respondents who participated in arts and ecology interventions that featured sign language. Data production tools included conversation notebooks that provide a record of written dialogue between Deaf and hearing participants, focus groups, interviews, participant observation, and a video titled ‘The Durban Deaf Room’. Narrative inquiry was employed to reflect on the data and represent the outcomes of the study. There is minimal literature associated with the South African experience of mixed media practice and its potential for value-added engagements that combine Deaf and hearing cultures. The study contributes to the literature by providing a lived ethnographic account of ways that Deaf culture and eco-arts act as progressive enablers in advancing mutually-beneficial social programmes for Deaf and hearing communities.Thesis accompanied by video clip

A COMPARISON BETWEEN MOTIVATIONS AND PERSONALITY TRAITS IN RELIGIOUS TOURISTS AND CRUISE SHIP TOURISTS

The purpose of this paper is to analyze the motivations and the personality traits that characterize tourists who choose religious travels versus cruises. Participating in the research were 683 Italian tourists (345 males and 338 females, age range 18–63 years); 483 who went to a pilgrimage travel and 200 who chose a cruise ship in the Mediterranean Sea. Both groups of tourists completed the Travel Motivation Scale and the Big Five Questionnaire. Results show that different motivations and personality traits characterize the different types of tourists and, further, that motivations for traveling are predicted by specific —some similar, other divergent— personality trait