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Entered 25/05/03

BUSINESS PROFESSORS RANK TEACHING METHODS,
INCLUDING ONLINE MODES.
Kaupins, G.(2002) Trainer Opinions of Selected Computer-Based
Training Methods. July p319-323

A reappraisal of teaching interventions is now in order after a number of years of experience with computer-aided instruction at tertiary levels of education.

Today, there is a greater reliance on computer-delivered training and learning. This has occurred more due to technology availability rather than due to strong theoretical adult learning mandates. Atleast three quarters of US companies use some form of internet and 87 % use some form of CD Rom training.

The author surveyed 138 US business professors who had on average 9 years instruction experience and of which three quarters delivered teaching to both managers and non-managers. Three fifths had worked in large companies and one fifth had taken or taught Web courses.

20 methods of teaching were examined and rated by participants. The standard measurement to the health of a teaching method comprised of six indicators, or 'teaching objectives', on a 5 point rating system. These health indicators included : knowledge acquisition, knowledge retention, problem solving, participant acceptance, changing attitudes and interpersonal skills. Scores were collected and teaching methods were ranked in terms of overall effectiveness.

RESULTS

Learning modalities with the highest sensory contact and interaction received the highest rankings. Most of the lower rating learning modalities were technology-lead forms. The closer to real-time, real-life forms outranked most other forms by a clear 1.5 ratings. Internship, that is, direct work experience, rated 4.53 out a possible 5.00 and one-on-one instruction/coaching came a close second. Kaupins concludes that ...

'...this study concurred with observations by Maul and Spotts(1993) and Keyes(1990), who found that instructor-led training tended to obtain higher scores than technology-led training in measures of amount learned and popularity.'

Although many learning modalities rated high in some of the six health indicators, they rated low in others. This concurs with previous studies as well. For instance, CD-Roms and self-study rated high in both knowledge acquisition and knowledge retention but low (below 2.0) in interpersonal skills.

In comparing technologies, there seemed to be no major differences. The author warns that the CD-Rom term may be too generic as there are great differences in features between CD-Rom alternatives.

Kaupins also warns that it seems the higher the learning modality rating used the higher the training costs .

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