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Communications


The diversity of needed skills and knowledge in the market place is large. Where technology might effectively communicate desired outcomes in one particular skill, it might fail in another. Curriculum developers and trainers need to objectively look at course performance objectives and identify the best way to meet those objectives before incorporating technology in the classroom.
             The use of technology in training does not fully consider the human learning experience. Students can read information displayed on a computer monitor, hear the program commentator describe a particular process or idea, and watch a video demonstration. In regards to Dale's Cone of Learning, they will retain approximately 50% of the required knowledge once they complete the course. How much will they retain after three weeks? Months? Learning is a process that occurs best when students interact with others and practice the concepts and ideas presented in class. Practice during learning also allows students a chance to apply new knowledge and skills in their workplace.
             The use of technology-based learning products in workforce education is not experimental. In fact, the incorporation of technology in workforce education and development has been applied for over a decade. In a recent study conducted by Mike Cannell (1999) and associates, 800 training managers were surveyed on the effectiveness of all training methods currently available to their employees. Cannell's survey revealed:.
             On-the-job training emerged with the highest rating when compared with stand-up training (56 per cent), with coaching and mentoring (54 per cent) and action learning (47 per cent) running close behind. The Internet and intranets had scores of 9 and 7 per cent respectively, CD-ROMs scored 11 per cent and other forms of computer-based learning 19 per cent. Forty-one percent of those who used the Internet for training purposes were not sure whether it was more or less effective than stand-up training.


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