Title:	VIDEO-DRIVEN, MULTIMEDIA, WEB-BASED TRAINING IN THE CORPORATE SECTOR: PEDAGOGICAL EQUIVALENCE AND COMPONENT EFFECTIVENESS
Author(s):	Katherine Pang
ISBN:	978-972-8924-48-5
Editors:	Kinshuk, Demetrios G. Sampson, J. Michael Spector and Pedro Isaías
Year:	2007
Edition:	Single
Keywords:	Technology, learning, pedagogy, corporate sector, cognition
Type:	Full Paper
First Page:	106
Last Page:	114
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	Web-based training is a popular and common means of delivering instructional content. Most previous research in the undergraduate community has focused on web-based learning; comparing functionality or assessing pedagogy in instructional strategies. In addition, the literature suggests (Reeves, 2002; Slotte & Herbert, 2006) that there are still issues as to whether there are benefits from e-learning. For example, is the quality of the learning experience the same as in traditional methods, such as face-to-face learning? This current study focused on the use of video-driven, multimedia, web-based training in the corporate environment. The purpose of this study was to assess the pedagogical effectiveness of certain components in web-based training and the pedagogical equivalence between live and web-based training given the real-world constraints of time and economic resources. This experimental study randomly assigned business professionals to either a control group or an experimental group where they either attended a live-instructed professional development program or a video-driven, multimedia, web-based professional development program. Overall, results indicated that the video-driven, multimedia, web-based instruction was pedagogically equivalent to the live training for the delivery of professional development programs and certain components in the web-based environment contributed to its effectiveness.
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