Introduction
Advancements in information and communication technologies (ICT) have led to the shift from instructor lead training (ILT) to computer based training (CBT). Generally, computer based training involves providing instructions and learning materials with the aid of computers. In the contemporary world, most institutions combine the use of computers and internet technologies to improve the effectiveness of CBT. At least 6.8 million students were registered in academic programs that use CBT in 2011 (Little, 2001, pp. 203-207).
Research indicates that the use of CBT, especially, in higher education and organizational training is increasing at the rate of 13% annually. Approximately, 70% of the heads of leading institutions of higher learning believe that CBT will improve the competiveness of their organizations (Little, 2001, pp. 203-207). This paper will discuss the similarities between CBT and ILT; the differences between CBT and ILT; and the advantages and disadvantages of CBT and ILT.
The Similarities between CBT and ILT
Computer based training is similar to instructor lead training in the following ways. First, the learning objectives in both training methods are usually the same (Clark, 2010, p. 56). Most institutions, especially, colleges and universities normally offer the same course in two different classes.
One of the classes is normally taught through instructor lead training, whereas the other is taught through online CBT. Thus, instructors have to formulate the same learning objectives for the two classes in order to achieve standard learning outcomes. Generally, every training method must have learning objectives. Thus, both CBT and ILT have specific learning outcomes, which they must achieve.
Second, both CBT and ILT classes must have a syllabus. The instructor who is in charge of the course normally prepares the syllabus, which is used to teach all students regardless of the training method. The rationale of using this strategy is that it enables instructors to deliver the same content to students, who are pursuing the same degree, but are enrolled in different training programs. The content may include reading materials, illustrative diagrams, tests, and homework.
Third, both computer based training and instructor lead training have a structure that guides the instructors and the learners (Clark, 2010, p. 89). In the conventional instructor lead training, the course content is often delivered in a systematic manner in order to enhance understanding.
Concisely, the instructors normally start with an introduction, followed by topics that will enhance learners’ understanding of more complex concepts. Computer based training programs also use the systematic approach to teaching to deliver content. For example, students who are learning to use a computer software using the CBT method will first acquire background information about the software so that they can understand the instructions concerning its application.
Finally, the students’ ability and commitment determines the extent to which learning outcomes can be achieved in both CBT and ILT programs. Research indicates that students’ attitudes towards learning specific subjects do not change significantly when the training method is changed from ILT to CBT and vice versa (Clark, 2010, p. 97). This means that the students’ ability to learn and their interest in a particular course will determine their success, regardless of the training method that is applied.
The Differences between CBT and ILT
To begin with, CBT and ILT usually take place in different learning environments (Ellis & Persad, 2004, pp. 26-44). Instructor lead training normally takes place in a designated venue such as classroom where all learners congregate. The learners interact with their teacher on a face-to-face basis.
The course content is delivered through lectures, group discussions, as well as, questions and answers sessions. CBT, on the other hand, takes place at any location that is convenient to the learner. Most CBT programs are currently using the internet to deliver course content to students. Concisely, students interact with their instructors and access learning materials through websites, e-libraries, email, and social media among others. Thus, the same training can take place at the same time at different locations.
The second difference between CBT and ILT is that the later is scheduled while the former is not. Instructor lead training depends on a timetable that enables learners and instructors to manage their time. The timetable must be used because the training has to take place in a classroom, which might not be available for use throughout the day.
Furthermore, most instructors and learners have different classes to attend at different times of the day. Thus, they need a timetable to schedule their learning activities. Computer based training, on the other hand, can occur at any time of the day since the instructor and the student do not have to meet physically (Ellis & Persad, 2004, pp. 26-44). Consequently, the learner can receive the training at the most convenient time, thereby eliminating the need to schedule learning activities.
Finally, computer based training and instructor lead training differ in terms of the pace of learning. In instructor lead training, learning occurs concurrently. This is because the students are taught in the same venue and at the same time. Thus, they progress with the training at the same pace.
However, CBT is associated with little or no concurrence because students learn in different venues at different times (Ellis & Persad, 2004, pp. 26-44). Consequently, each student progresses with the learning at his or her pace rather than that determined by the instructor.
The Advantages and Disadvantages of CBT and ILT
The advantages of computer-based training include the following. First, the students can receive the training at the time that is most convenient to them (Myre, 2000, p. 25). This creates a stimulating environment in which the students can learn at their pace. In this regard, slow learners will have an opportunity to understand the course content without delaying the rest of the class.
Second, CBT gives students adequate time to learn since they have access to instructions and course materials throughout the day. Thus, students can utilize their time to reflect on course content and to seek online assistance from their instructors. Third, CBT programs can be tailor-made for specific industries (Myre, 2000, p. 26). In this case, an industry or a company can develop a special computer software that can be used by employees to receive training.
Similarly, CBT can be custom-designed to meet the training needs of physically challenged individuals. For instance, it can eliminate writing among those who cannot use their hands. Fourth, CBT is a cost-effective method of training employees and students. In particular, it eliminates the cost of hiring fulltime trainers, as well as, the cost of travelling to the training venue. Finally, CBT enables students to acquire advanced ICT skills since it involves the use of computers and the internet.
The disadvantages of CBT include the following. To begin with, the initial cost of acquiring the learning equipment such as computers, as well as, internet connection can be very expensive (Myre, 2000, p. 31). Additionally, the learner might incur extra costs in order to train on using computers and the internet. CBT limits students’ ability to obtain immediate feedback from their instructors.
This is because, requests sent through emails or websites can only be answered if the instructor is online. Similarly, the students have to forego the benefit of face-to-face interactions with their instructors and colleagues. Consequently, they might not be able to seek clarification on ambiguous concepts. Finally, CBT discourages close supervision, thereby allowing some students to lag behind in their studies.
ILT has the following advantages. First, it facilitates face-to-face interactions between the learners and the instructor (Myre, 2000, p. 45). This enables students to obtain instant answers to their questions. Moreover, the instructor gets the opportunity to validate the students’ learning immediately after each lesson.
Second, the instructor can adapt his or her teaching style to the students’ learning needs, thereby improving learning outcomes. Third, training within a classroom enables instructors to give individual attention to students. Individualized training is important because it can help instructors to improve their students’ understanding and competence. Fourth, ILT programs enable students to make mistakes in a controlled learning environment.
Concisely, the instructor can easily identify students’ mistakes and help them to correct such mistakes. Fifth, ILT facilitates interactions among students, thereby enhancing their understanding of various concepts (Myre, 2000, p. 47). Finally, ILT programs facilitate acquisition of kinesthetic skills. These are skills, which can only be learnt by engaging in the actual activity. Thus, they cannot be learnt through the simulations that are used in CBT programs.
Despite its advantages, ILT programs have the following disadvantages. Providing personalized instructions can be difficult if the class consist of a very large number of students. Maintaining the same pace of learning in one class is often very difficult (Myre, 2000, p. 78). This is because slow learners might not be able to keep up with the pace of learning that has been set by the instructor. Quick learners, on the other hand, might get bored as the instructor slows down the pace in order to accommodate the slow learners.
Conclusion
The main similarity between CBT and ILT is that all of them use a syllabus to deliver the course content. Additionally, both of them have learning objectives, which they aim to achieve. The difference between them is that ILT takes place in a classroom, whereas CBT is delivered through online or computer-based interactions from different locations. CBT is cost-effective and convenient. However, it does not allow learners to interact face-to-face with their colleagues and instructors (Sloman, 2005, pp. 8-15).
ILT facilitates face-to-face interactions, personalized instructions, and immediate correction of mistakes. However, it might not be convenient because it is scheduled. This paper discussed the similarities between CBT and ILT; the differences between CBT and ILT; and the advantages and disadvantages of CBT and ILT. Based on the discussion, the selection of the right training method should depend on the learners’ needs and resource availability.
References
Clark, R. (2010). Evidence-Based Training Methods. New York: McGraw-Hill.
Ellis, R., & Persad, P. (2004). Design and Implementation of Computer-Based Training. Asian Journal on Quality, 5(2), 26-44.
Little, B. (2001). Achieving High Performance Through E-learning. Industrial and Commercial Training, 33(3), 2003-207.
Myre, R. (2000). Comparing the Effectiveness of Instructor-led Training to Stand-alone Web-based Training. New Jersey: New Jersey Institute of Technology.
Sloman, M. (2005). Learning in Knowledge-intensive Organizations: Moving from Training to Learning. Development and Learning in Organizations, 19(6), 8-15.