Instructional Delivery Methods
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Instructional Delivery Methods Comparison Chart: Selection Criteria Feature
Instructor-Led Classroom-Based
Print-Based
Virtual Classroom-Based
Web-Based/ Computer-Based
Interactivity
Depending on the style of the instructor and the instructional design quality, the level of interactivity can be extremely high. Consistency among different instructors is a concern.
Activities delivered by print that are most conducive to interactivity include problem-based learning, games, simulations and case studies.
Depending on the instructional design quality and the instructor’s style, the level of interactivity can be very high. The instructor’s comfort level with the software features may be a concern.
If designed effectively, CBT and WBT can provide a very high level of interactivity through the use of various learning activities, simulations and games and mouseovers.
Flexibility
By design, this format is instructordependent. With some adaptation, it may also be suitable for synchronous distance learning delivery.
Materials can be written for selfstudy, small group on-the job training, or classroom delivery. They can also accompany other training delivery methods such as video- and computer-based.
By design, this format is largely instructor-dependent. Virtual classroom sessions can be “blended” with other self-study formats or recorded for later viewing.
A multi-purpose program can be suited for individuals or small groups.
Individualized Instruction
Individualization can be difficult, and depends on the size of the class and homogeneity of learning needs and styles.
A programmed learning approach using testing and remediation can result in high degrees of individualization.
Individualization can be difficult and depends on the size of the class, learning needs and styles.
This format can provide self-paced instruction with a high degree of individualized learning.
Performance Measurement
Feedback is provided by the instructor(s) and by other learners.
Measurement can occur through self-checking, use of scannable answer forms, or by submitting assignments for instructor check and feedback.
Feedback may be provided by the instructor or other learners. Immediate scoring and feedback as well as tracking of scores are also possible.
It is possible to provide immediate scoring and feedback to learners, track each learner’s overall effort and scores, and analyze collective learner performance.
Customization and Modification
Depending on what learning aids are used, modifications might be easy to make.
Changes and updates are easy to make, but they require a coordinated effort.
Changes are easy to make. Most classroom material can be easily modified for virtual classroom.
The design may enable easy access to areas where modifications are needed.
Instructional Benefit/Strength
A good instructor will provide immediate feedback and recognize when learners need coaching and/or remediation.
Development costs are relatively low. Learning is self-paced and location independent.
Provides the benefits of live instruction and interaction in a location-independent setting.
Feedback to the learners is immediate. Learners can work at their own pace and receive training just in time.
Disadvantages
It is location-dependent. Individualized instruction is a challenge, and having poor instructors could be worse than having no training at all.
Feedback is not optimal. Tracking the overall effort of each learner can be difficult. Duplication and dissemination costs are usually high.
Interactivity must be well planned and coordinated, individualized instruction is limited and poor instructors will doom a session.
Development is expensive and centered around constantly changing technology. Users must be computer literate.
© 2004 Deloitte Development LLC. All rights reserved.
1
Selecting Delivery Methods for Effective Learning Use classroom for:
• • • • • • • •
Changing behavior, building culture, or demonstrating skills Encouraging veteran staff to work in teams or brainstorm together Subjects that need role modeling and/or skills practice Training that requires demonstration of complex procedures Presentation, feedback and question and answer session (Q&A) with expert speaker Training that requires hands-on participation and immediate feedback Training that requires direct interaction with complex software applications, which typically need for individualized coaching from an onsite facilitator Encouraging new staff to network and receive orientation
Use virtual classroom for:
• • •
Synchronous training on the use of non-complex technology tools, systems or business processes Synchronous training that requires remote users to brainstorm or analyze and solve problems in small groups Synchronous training that requires immediate feedback and active participation
Use web-based self-study for:
• • • • • •
Content that is largely knowledge-sharing such as reading to understand methodologies, business processes and product information Content that is shelf stable (current for three or more years) Audiences that are large (100+) and geographically disbursed Training that requires learning mathematical formulas, solving problems and completing forms Training that uses case studies to apply concepts to real life situations Training that includes simulations of real life situations
•
Training that requires access of online resources or external web sites
• •
Programs requiring extensive use of video and audio Courses that are too large to be downloaded onto learners’ laptops
Use CD-ROM for:
Blended Learning Courses combine elements of more than one type of delivery method in the same course. Some examples of these include:
1. Learners complete online or CD-ROM-based pre-work to cover the basic principles and procedures, read background information, and pass quizzes to ensure mastery of foundation level concepts. Then learners attend fewer days in traditional classroom to complete team activities, role-plays, and question and answer sessions (Q&A).
2. Learners participate in virtual classroom session to cover basic concepts and receive their assignments. Then learners go to online self-study course to complete assignment, prepare presentation, collect information or complete exams. Finally learners return to virtual classroom session to debrief, present findings, and participate in final Q&A.
© 2004 Deloitte Development LLC. All rights reserved.
2
3. Learners take online self-study course to complete course exercises, case studies or simulations, or access information in web sites. Then learners attend a virtual classroom session to debrief and participate in Q&A.
© 2004 Deloitte Development LLC. All rights reserved.
3
Instructor-Led Classroom-Based
Print-Based
Virtual Classroom-Based
Web-Based/ Computer-Based
Interactivity
Depending on the style of the instructor and the instructional design quality, the level of interactivity can be extremely high. Consistency among different instructors is a concern.
Activities delivered by print that are most conducive to interactivity include problem-based learning, games, simulations and case studies.
Depending on the instructional design quality and the instructor’s style, the level of interactivity can be very high. The instructor’s comfort level with the software features may be a concern.
If designed effectively, CBT and WBT can provide a very high level of interactivity through the use of various learning activities, simulations and games and mouseovers.
Flexibility
By design, this format is instructordependent. With some adaptation, it may also be suitable for synchronous distance learning delivery.
Materials can be written for selfstudy, small group on-the job training, or classroom delivery. They can also accompany other training delivery methods such as video- and computer-based.
By design, this format is largely instructor-dependent. Virtual classroom sessions can be “blended” with other self-study formats or recorded for later viewing.
A multi-purpose program can be suited for individuals or small groups.
Individualized Instruction
Individualization can be difficult, and depends on the size of the class and homogeneity of learning needs and styles.
A programmed learning approach using testing and remediation can result in high degrees of individualization.
Individualization can be difficult and depends on the size of the class, learning needs and styles.
This format can provide self-paced instruction with a high degree of individualized learning.
Performance Measurement
Feedback is provided by the instructor(s) and by other learners.
Measurement can occur through self-checking, use of scannable answer forms, or by submitting assignments for instructor check and feedback.
Feedback may be provided by the instructor or other learners. Immediate scoring and feedback as well as tracking of scores are also possible.
It is possible to provide immediate scoring and feedback to learners, track each learner’s overall effort and scores, and analyze collective learner performance.
Customization and Modification
Depending on what learning aids are used, modifications might be easy to make.
Changes and updates are easy to make, but they require a coordinated effort.
Changes are easy to make. Most classroom material can be easily modified for virtual classroom.
The design may enable easy access to areas where modifications are needed.
Instructional Benefit/Strength
A good instructor will provide immediate feedback and recognize when learners need coaching and/or remediation.
Development costs are relatively low. Learning is self-paced and location independent.
Provides the benefits of live instruction and interaction in a location-independent setting.
Feedback to the learners is immediate. Learners can work at their own pace and receive training just in time.
Disadvantages
It is location-dependent. Individualized instruction is a challenge, and having poor instructors could be worse than having no training at all.
Feedback is not optimal. Tracking the overall effort of each learner can be difficult. Duplication and dissemination costs are usually high.
Interactivity must be well planned and coordinated, individualized instruction is limited and poor instructors will doom a session.
Development is expensive and centered around constantly changing technology. Users must be computer literate.
© 2004 Deloitte Development LLC. All rights reserved.
1
Selecting Delivery Methods for Effective Learning Use classroom for:
• • • • • • • •
Changing behavior, building culture, or demonstrating skills Encouraging veteran staff to work in teams or brainstorm together Subjects that need role modeling and/or skills practice Training that requires demonstration of complex procedures Presentation, feedback and question and answer session (Q&A) with expert speaker Training that requires hands-on participation and immediate feedback Training that requires direct interaction with complex software applications, which typically need for individualized coaching from an onsite facilitator Encouraging new staff to network and receive orientation
Use virtual classroom for:
• • •
Synchronous training on the use of non-complex technology tools, systems or business processes Synchronous training that requires remote users to brainstorm or analyze and solve problems in small groups Synchronous training that requires immediate feedback and active participation
Use web-based self-study for:
• • • • • •
Content that is largely knowledge-sharing such as reading to understand methodologies, business processes and product information Content that is shelf stable (current for three or more years) Audiences that are large (100+) and geographically disbursed Training that requires learning mathematical formulas, solving problems and completing forms Training that uses case studies to apply concepts to real life situations Training that includes simulations of real life situations
•
Training that requires access of online resources or external web sites
• •
Programs requiring extensive use of video and audio Courses that are too large to be downloaded onto learners’ laptops
Use CD-ROM for:
Blended Learning Courses combine elements of more than one type of delivery method in the same course. Some examples of these include:
1. Learners complete online or CD-ROM-based pre-work to cover the basic principles and procedures, read background information, and pass quizzes to ensure mastery of foundation level concepts. Then learners attend fewer days in traditional classroom to complete team activities, role-plays, and question and answer sessions (Q&A).
2. Learners participate in virtual classroom session to cover basic concepts and receive their assignments. Then learners go to online self-study course to complete assignment, prepare presentation, collect information or complete exams. Finally learners return to virtual classroom session to debrief, present findings, and participate in final Q&A.
© 2004 Deloitte Development LLC. All rights reserved.
2
3. Learners take online self-study course to complete course exercises, case studies or simulations, or access information in web sites. Then learners attend a virtual classroom session to debrief and participate in Q&A.
© 2004 Deloitte Development LLC. All rights reserved.
3
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