EDET+780+Critique+2

Catherine Murphy May 24, 2010 AEET/EDET 780

Critique #2

Pang, Katherine (2009, June). Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness. //International Review of Research in Open and Distance Learning, 10(3),// 1-14. __@http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/44/be/69.pdf__


 * Introduction**

The purpose of this study was to determine if video-driven multimedia, web-based training was equivalent to and/or as effective as traditional face-to-face training in corporate professional development. The study was made up of 38 participants varying in age, gender, level of education, and work experience. The thirty-eight participants were quasi-randomly assigned to a control group (face-to-face instruction) and experimental group (web-based instruction) of nineteen participants each. The researcher gives a description of each participant's demographic, educational, and professional background. The subjects ranged in age from 21 years of age to over 51 years of age, from high school graduate to recipient of a doctoral degree, and from one to 21 years of work experience. Included in the study were, several business owners, as well as, members of sales teams, managers, and administrators. Participants were self-selected or selected by a supervisor.

The web-based component of the study was designed using a modified version of the NOVEX (novice-to-expert) analysis approach to instructional design based on Taylor's (1994) extension of Tennyson's (1992) cognitive and constructivist learning theory. While Taylor's approach has nine steps, the modified version consisted of only six steps "emphasizing scaffolding and the use of expert declarative knowledge to develop a range of learning activities that measured pedagogical equivalence, such as knowledge gains and content mastery" (Pang 2009). The traditional face-to-face instruction took place in a conference room using only a whiteboard and PowerPoint presentation for instruction. Both the control and experimental group were asked to self-report their familiarity with technology using a short Likert-scale based assessment before participation in the study, but there were no significant differences between the two groups as far as the level of familiarity with the technology in the both the face-to-face and web-based training sessions.

Measurement was conducted using two post-tests after completion of the training. The first post-test measured the primary dependent variable, pedagogical effectiveness. Both the control and experimental group were given a ten-question assessment to measure their attitudes toward the effectiveness of the tools used in the delivery method of the training they received. The questions were designed to mirror each other, with slight differences in wording in two of the questions to address the differences in tools used (i.e. e-learning vs. live instruction). The second post-test measured pedagogical equivalence, or knowledge gained from the training. This assessment tool was designed by the instructor for the face-to-face training session, who also had ample experience in web-based instruction. The second post-test consisted of fifteen multiple choice questions taken from course content and was given to both the control and experimental group. The data was then analyzed using t-tests to determine statistical significance between the groups for both post-tests. The results indicated a significant difference between the groups. Not only did the subjects in the web-based group obtain higher scores on the post-test measuring knowledge gained from the training, but their attitudes towards the web-based course content was significantly higher than those in the face-to-face group. They learned more and enjoyed their experience more than the group who received face-to-face instruction.

A limitation of this study according to the researcher was it's small sample size of only 38 participants who hold positions in business and management. However, she advocates further research for generalization to other populations. The implications for corporate training are vast due to web-based instruction's cost-effectiveness and ability to facilitate "on-demand" learning. Corporations, trainers, and trainees can save time and money on travel costs as well as maintain more flexibility in professional development.

If I was conducting research on web-based training in the corporate sector, I would obtain a larger sample of subjects, to allow for more demographic differences between participants, as well as draw from a wider range of workers. The small sample used in this study was drawn from a relatively narrow slice of the corporate world: those with business and managerial experience. I would attempt to broaden the sample to include subjects from a variety of organizations within the corporate world and with persons with less familiarity with technology to see how and if that effects the second dependent variable of pedagogical equivalence. Subjects with less experience with technology may be more hesitant to accept web-based instruction over face-to-face if they have slight feelings of trepidation towards the use of technology.


 * Critique**

I thought this study was very well written and organized. The research questions are clearly stated and open-ended. The review of literature was relevant, and included unbiased views of the pros and cons of both web-based and face-to-face instruction. I think the researcher composed the study well and writes for her target audience of corporate trainers and instructional designers. While some of the statistical output may be difficult for a layman to interpret, the explanations tied to the statistical findings are clear and concise enough for most to understand due to the language used and tables included in the results section.

As the researcher states, this research was designed to be conducted under real-world constraints of corporate training, such as the maintenance of cost-effectiveness, while considering the amount of time away from the office or home as well as location and travel concerns. The cost-effectiveness and flexibility of web-based instruction makes it a win-win situation in my eyes. This study ties in well to my interest in "intelligent use" of instructional design tools in education and training. As a future instructional designer, I hope to be able to design training and education modules with the use of technology that not only rivals traditional instruction, but surpasses it.

After reading Pang's report, it is clear that knowledge that can be gained from her research. While more research should be done to be able to generalize her findings to a broader audience, it is clear that she's onto something in regards to the effectiveness and equivalence of online instruction in corporate training. The theory tested in this research is explicit. We can easily see from the data that there is a significant difference between the two groups and variables observed. The researcher does a good job in presenting her research from the beginning to the end of her report.


 * Conclusion**

In conclusion, I think this study has a lot of value to instructional designers and corporate trainers. While there are limitations because of the small sample used, this study offers an excellent foundation for further research of web-based instruction and training in the corporate sector. I would love to see further research conducted to include a larger sample with more demographic differences, a wider variety of workers from various organizations and professional disciplines, as well as those with a slightly less positive view of the use of technology. However, the results of Pang's research show great promise for the future of the fields of instructional design and corporate training.

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