Reviews

Martin Oliver (ed.), Innovation in the Evaluation of Learning Technology, London: University of North London, 1998. ISBN: 1–85377–256–9. Softback, 242 pages, £15.00

ICT and teachers in higher education : case study on adopting web based training

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First Responder Training Transfer: Does Training Delivery Method Matter?

Technology-based training solutions are increasingly being utilized by organizations to achieve training objectives at lower costs as compared to traditional instructor-led training (ILT). This is especially true for the Nation’s first responder agencies that continue to face difficulties related to expanding training requirements that are pitted against limitations in agency financial and human resources. Despite the proliferation in the use of technology-based training solutions, such as web-based training (WBT), there is little research within the first responder community as to whether WBT is as effective as ILT in enabling trainees to transfer essential knowledge, skills, abilities (KSAs) from a training course to daily job settings. This study addressed this research gap through secondary data analysis of ILT and WBT courses developed by the Rural Domestic Preparedness Consortium (RDPC), a Federal Emergency Management Agency (FEMA) training provider, and subsequently delivered to first responders in rural communities across the United States. The secondary data analyzed within this study was originally obtained through the RDPC Level 3 Course Evaluation Program, which evaluates the training effectives of delivered courses. Although the RDPC program captures training transfer-related data for its courses, a comparative analysis of training delivery method has not been completed. Therefore, this analysis enabled the determination as to whether training transfer within the first responder community is affected by the training delivery method as well as other trainee characteristics (e.g., responder discipline and geographical region). Overall, the research findings suggest that training transfer is unaffected by training delivery method (ILT and WBT within this study) within the first responder community. The study results are important for first responder agencies in light of budget limitations, which tend to be exaggerated in small and rural areas. For example, the results illustrate that first responder agencies can utilize cost-effective WBT and experience no drop-off in training transfer. This finding provides justification to training providers, such as the RDPC, to invest in WBT course development and expanded delivery mechanisms to help provide training in more effective and efficient ways, which is important in small, rural, and remote communities. Lastly, this research provides valuable insight for both the first responder and academic communities by presenting information to help ensure the right trainee takes the right training at the right time for the right investment

A Model of Jordanian Firm’s Trainees’ Acceptance of A Web-Based Training

This study investigates E-learning technologies such as web based training “WBT” as a one of many products which wide used in all corporate training for delivering educational content to their employees. In order to achieve a better view and validate the study, researcher attempts to give details of how technology acceptance models help Jordanian trainees firms in accepting e- learning technology, and how if applied will result more attention to usage behavior. The empirical examination of study model which developed based on Unified Theory of Acceptance and Use of Technology ”UTAUT” which indicates that the Jordanian trainees’ firms’ usage behavior of WBT is determined directly by performance expectancy; effort expectancy; web- based training infrastructure; trust; culture; and behavioral intention. This model gives trainee a new tool to forecast the success of WBT deployment in training courses. The findings conclude that there are significant relationships between only two variables of UTAUT model for “WBT”effort expectancy and culture”

Integrating Web-Based Training into Communication Scholarship of Computer-Mediated Communication

As interest and use of the Internet through the World Wide Web increases, it becomes necessary for the Communication Discipline to reexamine its approach to studying computer-mediated communication. A meta-analysis of the discipline\u27s research in this area provides insight into the scholarly history of this subject. Included in this analysis is an examination of the discipline\u27s research in computer-based instruction, placed as a subcategory under computer-mediated communication. This study reveals a gaping hole in the communication scholarship of computer-mediated communication and offers suggestions as to how research of Web-based training might fill this gap. Additional discussion also reveals how research of Web-based training might provide a means for expanding the boundaries of the discipline\u27s current approach to studying computer-mediated communication

Using Hexad Archetypes to Motivate Students in a Chatbot-enhanced Web-based Training

This study explores the challenge of maintaining motivation in further education for working students, who face the double burden of work and learning. To address this issue, we investigate the design and implementation of a pedagogical conversational agent (PCA) within a web-based training (WBT) platform. Drawing on literature, interviews with 11 experts, and a creative workshop with 14 working students, we use the Hexad user type framework to tailor the WBT to each user\u27s motivational archetype. We prioritize design features for each of the six archetypes and instantiate these in a prototype. In a field experiment with 17 working students using the WBT prototype for exam preparation, we observe a significant increase in intrinsic and extrinsic motivation. This study contributes to the emerging field of PCA-enhanced digital learning, highlighting the potential of personalized motivation in persuasive dialogue systems

The Impact of Training and Technology on the Future of Aviation

The comprehensive exam proposal is intended to address the core competency requirements for the degree of Master of Aeronautical Science. In addition, the proposal will address the competency requirements for the Aviation Education Specialization. In partial fulfillment of these requirements, the proposal will examine human factors as they pertain specifically to the arena of unmanned flight, the impact computer based training and web based training advances have and will continue to have on the aviation community, the technological, social, environmental, and political aspects of the air cargo industry as they pertain to the industry’s survival, the ability of Next Generation (NextGen) air traffic control technologies to navigate the advances in the aviation community and finally the ability of crew resource management to adapt and thrive in the ever advancing world of aviation technologies. The examination of these issues in aviation will be conducted utilizing a mixed-methodology. Qualitative and quantitative data will be analyzed ex-post facto for triangulation which will lead to the validity of conclusions