Abstract

In many training organizations, instructional formats are determined by the stake holder or customer and often contain a rather eclectic array of ILT, WBT, and some learning modules contained in webinars, reference guides, or simulations. Not only does this provide a problem in scheduling training but also in trying to locate all of the pieces in your LCMS. What would be more beneficial to a specific target audience would be a curriculum that allows options based on the level of learning required for the recipient. In other words, if someone wants to learn about a specific topic such as air-to-ground messaging, they should be able to find an overview, detailed instruction, or hands–on training and not be required to complete long ILT or WBT courses that only tangentially discuss what they need to know. What is needed is a training plan that provided instructional learning objects that meet the requirements of the intended learner. To accomplish this objective, training needs to be developed in a variety of formats not for each job category but for the level of learning required for each job. The determination of the blended-learning solution should be based on typical instructional design considerations such as the type of learning required to meet training outcomes and the level of understanding that is demanded by the job category of the target audience.

Citation

Vranesh, R. (2018). Making Blended Learning Decisions Based on Desired Learning Levels. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 256-261). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 25, 2021 from https://www.learntechlib.org/primary/p/182534/.

© 2018 Association for the Advancement of Computing in Education (AACE)