Abstract:

The knowledge-based economy has exhibited a pervasive ever-increasing demand for innovative ways of delivering education and training (Zhang et al.,2004). This demand is created by forces influencing workplace learning such as computers, mobile devices and the internet (Gronstedt,2007; Levy & Yupangco,2008), changing learner expectations driven by the new generation of learners (Kapp,2007) and renewed interest in informal (on-demand) learning (Cross, 2007) and constructivist techniques (Hoyrup & Elkjaer,2006). Consequently there is a transition in training methodologies from traditional instructional methods to technology assisted blended methods or technology based methods. In the work environment context, the concerns regarding training methodologies pertain to identifying those which provide necessary skills and facilitate rapid skill acquisition, high skill retention during periods of non-practice (Sauer et al.,2000) and ensure transfer of learning to the workplace (deSimone et al.,2002).
The skills retention literature reveals a number of factors which affect the degree of retention; length of retention interval, task characteristics, training methodology, individual differences and conditions of retrieval (Arthur et al.1998). In terms of training transfer, work environment factors pertaining to organisational transfer climate such as supervisor support, opportunities to use, peer support (Holton et al.2000; Russ-Eft,2002) and relational dynamics (Hatala & Fleming,2007) are important. Holton et al.(2000) identify individual level factors such as personality, motivation to transfer, capacity to transfer, perceived content validity, learning style etc. as important. Training design strategies are related to transfer design in terms of the degree to which training gives trainees the ability to transfer learning to the job and the extent to which training instructions match job requirements (Holton et al.2000). Factors of importance here are organising frameworks, method of learning discovery, error based learning, metacognitive instruction, learner control, orientation for mastery or performance and practice (Russ-Eft,2002).
As is evident both the literatures on skill retention and learning transfer identify work environment factors, individual trainee characteristics and training methodology design as important. However the current training environment is challenged to respond to the current competitive and changeable work environment. This necessitates that learning time is short, learners need quick answers, quick access to information, and ability for constant change as learner competencies are constantly changing (Taran, 2006). It is argued that training methodologies such as e-learning and blended learning methodologies that mix traditional and electronic formats enable faster training (Jimenez,2005; Torry,2006).
However, the overriding question arises as to which training methodologies respond to the necessary work environment and individual learner characteristics to ensure learning transfer and skill retention, while also delivering training in a timely manner. Empirical investigations in this regard are limited (Sauer et al.2000). This paper aims to review literature to investigate: how technology based training methodologies adhere to best practice principles for learning transfer and skill retention and their effectiveness for reducing training time, while also ensuring skill retention and enhancing learning transfer.

Keywords:

technology enabled learning, elearning, training design, learning transfer, skill retention, training time.