Title:	EVALUATE ONLINE TRAINING EFFECTIVENESS: DIFFERENTIATE WHAT THEY DO AND DO NOT KNOW
Author(s):	Elspeth McKay, John Izard
ISBN:	978-989-8533-41-8
Editors:	Piet Kommers and Guo Chao Peng
Year:	2015
Edition:	Single
Keywords:	Workforce training, Web-mediated eMentoring, online training systems, learning reinforcement, instructional design, effective human-computer interaction (H
Type:	Full Paper
First Page:	35
Last Page:	44
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	Maintaining well skilled and knowledgeable employees is key to sustaining our competitive advantage through smarter information use of digital technologies. By reviewing current government training practice and information technology (IT) governance, this paper describes a funded project that shares valuable insights into differentiating what people do and do not know. An innovative research programme was devised to investigate the interactive effect of instructional strategies and training mode preferences on the acquisition of introductory ethics concepts. Three instructional treatments involved: interactive computer-based (online) Web 2.0 technologies; traditional face-to-face teacher-led classroom; and a blend of face-to-face and the computerised strategies. A preferred training mode instrument was used to establish the participants' favourite training mode, experience with eLearning, and work mode training expectation. The Quest interactive test-item analysis system (Adams & Khoo, 1996) provided the instructional performance measuring tool, which ensured an absence of error measurement in the ethics knowledge testing instrumentation. We show the gains in knowledge of introductory ethics achievement for three training treatment groups; face-to-face, computerised and a blend of both. Having access to our individual virtual learning space is critical; this project places Australia at the centre of training through a pseudo virtual reality environment. Adopting such Web 2.0 technologies in the race to empower the global reach of an individual’s access to adaptable eLearning tools may satisfy our unyielding intellectual thirst for creating new learning spaces for the next decade.
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