Abstract:

Many researchers have attempted to quantify the effectiveness of online or e-learning training compared to traditional pedagogical methods. The majority of these studies focus on learning outcomes in a typical classroom. Few have attempted to evaluate its success in a work environment, and even less often have these studies examined the success of multi-modal training. Including an e-learning component with traditional training provides the immediate benefit of reinforcing the material being taught. Further, as reported by Bachman (2000), making this information available to learners after the course “…keeps content fresh and consistent and gives students immediate access to the cost current data. Information can be retrieved just before it is required, rather than being learned once in a classroom and subsequently forgotten.” Shankar (2007) suggests that when using e-learning as an OJT training tool, particularly for technical skills “[w]orkers have the advantage of learning at their own speed…[and] learn through a variety of activities that apply to many different learning styles.” It could be expected based on this that learners receiving training that employs an e-learning component in addition to traditional face-to-face (FTF) training would be more successful at both initially learning the course content and in retaining this information long-term.

In this study we compare the learning outcomes of two groups receiving technical on-the-job training (OJT) on a complex manufacturing process. The first group (hereafter, Group A) received a combination of traditional lecture-based instruction with hands-on practice. Trainees in the second group (hereafter, Group B) received training through online videos describing the process, e-learning modules demonstrations of different steps of the process, hands-on practice, and minimal instructor-led lecture. Throughout the training process, learners in Group B completed online assessments of their learning which incorporated written responses, as well as interactive demonstrations of the process steps. In addition, members of Group B were provided long-term access to all of the online and e-learning materials for review and refresher training at any time.

At the conclusion of the training, employees in each group completed both a written assessment and a hands-on demonstration of their understanding and knowledge of the process. These assessments were repeated at 30, 60 and 90 days post-training to evaluate long-term knowledge gain and information retention. Results at all assessment points indicated definitively that augmenting traditional training methods with e-learning tools significantly increases the learner’s ability to capture and maintain the information being presented. Employees in Group B demonstrated substantially higher written assessment scores at each period, as well as product failure rates that were as much as 52% lower than those for Group A.

References:
[1] Bachman, K. (2000). Corporate e-learning: Exploring a new frontier. Retrieved from http://www.internettime.com/Learning/articles/hambrecht.pdf
[2] Shankar, V. (2007). E-learning in the corporate world. Retrieved from http://www.articlesbase.com/online-business-articles/elearning-in-the-corporate-world-133828.html

Keywords:

e-learning, multimodal training, on the job training, OJT.