Benefits of Technology-Based Learning

Introduction

Technology-Based Learning (TBL) is a learning process that enables the learner to gain knowledge via any electronic medium. It is often confused with e-learning or internet learning. However, it has a much broader domain. Internet, Intranet, broadcast, audio and video conferencing and CDs all are a part of TBL. This technique of learning was launched in order to ease the learning process and increase the accessibility to manifolds. Apart from letting the learner grasp on any particular topic it also gives an opportunity to him/her to get an insight of the medium they are using (Barnett et al., 2013). For example, if a person is using live chat as the mechanism for TBL then he/she will be able to know about each and every option of live chat as well. This helps in reducing the technological illiteracy also. Over the years when people have become more inclined towards technology, the use of TBL has increased manifolds as it saves time along with being cost effective. There is no time constraint in technology learning as well. It all depends on the will of the learner as to when and how he/she is willing to learn. As there are numerous options available under TBL, the candidates can opt for any of the suitable one without hesitation (Mahdizadeh, Biemans and Mulder, 2008). The present report discusses implications of implementing Technology-based Learning in Rollins group for delivering knowledge and conducting training related exercises for the employees of the company. Rollins Group is one of the largest producers of rubber products for the automotive sector, hospitals and the oil exploration industry. The company has a global presence with diversified employee base of around 62000 people. Thus, it becomes essential for the company to conduct regular training sessions for all of its employees so as to keep them up-to-date with the changes in the market and to enhance their productivity. This, in turn, will improve the overall productivity of the company.

Literature Review

Technology-Based Learning

As far as learning is concerned, there is a wide range of options that might be suitable for the learner. Say, classroom learning, learning through the internet, smart class, YouTube and many more. These methods can be adopted as per the requirement and situation of the student. It means that if a person has enough time and resources, then classroom can be a better option for him. Else, for a person with a time constraint, it is best to go in for any online process that may save time along with being light weight (O’Neil and Perez, 2013). Technology-Based Learning has emerged as one of the most effective ways for imparting knowledge in individuals. In fact, it has transformed the way of knowledge sharing and learning. One of the most important reasons behind this change in knowledge delivery is a rapid acceleration of technological changes. To become successful, a company has to depend on the knowledgeable and skilled workforce largely. Nowadays, companies need to focus much on training and retaining employees as with the fast rate of change in production processes and workplace tools; it becomes essential for the companies to have a technologically updated workforce. Moreover, since people are also developing themselves as knowledgeable workers, with each technological shift, the demand of frequent retaining has accelerated. Thus, in order to remain competitive in the market, companies need to shorten their development cycles of training programs. Therefore, in the present competitive environment, the efficiency with which the companies update their worker's skills proves to be critical in helping them in maintaining a competitive edge (Rubrico, 2012). Another reason for the demand of technology-based learning is digitalisation or digital revolution. Data shows that in 1995 there were only 22 million people in America using the Internet. However, by 2005, this figure increased to more than 184 million, showing a rise of 62 percent. Data also shows that in 2004, Americans, on an average, spent twice as much time on the Internet than they did watching television (Karatas, 2008). This clearly shows that there has been not only a shift in consumer habit, but the way of interaction with the medium has also been changed a lot in the first decade of new millennium. The Internet as a medium as changed the role of users from a spectator in the hierarchical broadcasting medium to participatory role. Now they have the power to create and modify and share the content with masses. Thus, from the convergence of these trends, it can be assumed that with the profound changes in the nature of work, the training and development delivery mechanism to the workers is also transforming. In wider terms, technology-based learning can be defined as learning of content via all electronic technology, including the Internet, intranets, video and audio conferencing, satellite broadcasts, audio and video tape, webcasts, computer-based instruction, Internet conferencing, chat rooms, e-bulletin boards, and CD-ROM. In addition to this, web based learning and online learning are also the part of technology-based learning. However, it is different from computer-based learning as computer-based learning is restricted to learning using computers. Another form of technology based learning is e-learning which has largely replaced technology-based learning in industry and scholarship. Thus, it can be said that technology-based learning and e-learning are interchangeable (Mikalef, Pappas and Giannakos, 2016).

Technology based learning is different from technology driven learning or distance learning as in later learning methodologies, learns and instructors are in the same room or the instructions are computer based. That is, there is no distance involved, whereas, in the case of technology-based learning, it is a narrower concept that does not include text-based learning. Moreover, technology enhanced learning is a methodology which tries to enrich traditional face to face learning through technology which plays a subordinate role (Hoffman and Leafstedt, 2014). One of the most growing concepts in technology-based learning is mobile learning

Mobile Learning

In the views of Quinn (2000) mobile learning can be defined as “e-learning through mobile computational devices.” The views of Trifonova and Ronchetti (2003) are similar to that of Quinn (2000) as they defined mobile learning as “There is common agreement that m-learning is learning through mobile computational devices.” The definition of mobile learning by O’Malley et al., (2003) takes the more spatial approach and defines mobile learning as learning in which the learner does not have to be at the certain location, and learner can benefit from mobile technologies. Thus, it can be said that mobile learning is not only learning using mobile technologies and portable devices, rather it's learning across context. Although technology based learning such as mobile learning offers several advantages, it has certain disadvantages also. For example, resolution of the screen, technical difficulties, processing speed, power cut, synchronisation for backup and updates, different versions of applications and personal data security.

Potential of Technology-Based Learning

A decade before, technology-based learning was mostly dependent on expensive satellite uploads and downloads at selected locations or video tapes. However, in recent times, it technology based learning is majorly distributed through the Internet and sometimes via CD-ROMs. The most important factor of Internet which makes is highly suitable for technology-based learning is that it can easily accommodate multiple learning styles and distributed learning models. The Internet not only enables users to view the content from text to pictures to music but rather user can also interact, alter, create and disseminate the content to a wider community. Moreover, in the knowledge-based economy, this medium can be effectively integrated with the newer requirements of training and education. Data shows that in 2001 only 10 percent of the training and educations were delivered through the Internet, which has been increased to 25 percent by 2005.that is, in just a span of five years, an increase of 15 percent has been observed in technology-based learning, and this growth is still accelerating. This is the fact, most of the CEOs from world-renowned firms such as John Chambers, Cisco, etc. calls e-learning “the Internet’s killer app (Cavus and Kanbul, 2010). In present knowledge-based economy, training is more dependent on being able to demonstrate a measurable competency in a given skill rather than credit hours. That is, training nowadays is more time sensitive as it is very difficult for the management of the technology companies to determine what skill sets and knowledge their workers will require five years from now to stay competitive. In addition to this, technology-based learning can be personalised and focuses more on learning results and learning solutions. It is an innovative way of integrating learning with work. Thus, technology-based learning delivers training to the workers for only those processes on which they will be working, rather than delivering training on every possible procedure. In addition, another advantage of technology-based learning is that it can anticipate future learning needs and requirements based on the existing learning styles and patterns (Bernard et al., 2004). Several researchers such as Vosniadou, de Corte and Mandl (2012) and Mandinac and Cline (2013), in their research, have found that knowledge, skill and attitude based learning goes hand in hand with technology-based learning (Reigeluth, 2013). With the help of technology-based learning, an instructor can share knowledge with one or more workers simultaneously. Moreover, customised training models can be developed for diversified work background of the employees so that workers can gain knowledge related to their field. However, views of O'Neil and Perez (2013) and Koller and Biech (2011) differ from that of Vosniadou, de Corte and Mandl (2012) and Mandinac and Cline (2013) as the feel that technology-based learning lacks credibility. According to them, knowledge, skill and attitude based learning is more reliable than technology-based learning (Mandinach and Cline, 2013). Thus from the overall literature analysis, it can be assumed that technology-based learning is still in its nascent phase and it has a long way to go to achieve a major breakthrough.

Learning and Instructional Design Theories and Principles

Out of several learning theories, behaviourist theory, cognitive learning theory and integrated instructional design theory are three of the main learning theories. The behaviourist theory is based on the environmental stimulus-response-reinforcement model and individual behaviour to achieve the outcomes of the training module. This theory is based on hierarchical sequencing of content and focuses on influencing the behaviour of the learner. The aim of this theory is to develop specific behaviour objectives and deliver those skills to the learners (Shih, Feng and Tsai, 2008). On the other hand, cognitive learning theory is based on assessing human mind. Rather than individual behaviour, this approach focuses more on thinking and problem-solving skills of the learner. Contrary to behavioural theory, which does not allow learners to participate, cognitive learning theory encourages learners to participate. Thus, it states that companies should develop that learning module which is customised as per the needs of employees and should impart such knowledge which results in the development of an individual. Finally, integrated instructional design theory focuses more on instructional variables and conditions of learners. Thus, it is based on performance outcomes of the learners. Initially, it assesses the learning progress of the learners and accordingly designs learning module as per the needs of the learners (Vosniadou, de Corte and Mandl, 2012). In the present case, the most effective learning approach for Rollins Group will be that of integrated instruction design theory as it integrates both behavioural and cognitive learning theories. Since the company has a diverse workforce, integrated instruction design theory can be customised as per the needs of an individual worker. Thus, through online interactive due to technology-based learning, workers will be able to interact with the trainer and can develop structured goals which will enhance the performance of the employees and overall performance of the company. In addition to this, Rollins Group can also rely on ADDIE model (Barnett et al., 2013).

This model will initially help the Rollins group to identify the existing problem, which in the present case is a standard training program for all the employees. Since the employees are from a diverse background, it is essential for the company to understand that it should devise its training programs as per the individual needs of its employees, which is the second stage of the model. Once the individual needs are identified, the company should focus on the third stage of the model, that is, development. Rollins Group should develop such content and graphics which can be easily understood by its employees. Once the learning model is designed, the company should be properly implemented and evaluated to determine whether it is serving the required purpose or not (Barnett et al., 2013).

Proposal

About Rollins Group

Rollins Group is an international organisation having employees from diverse background and department. Its staff comprises of managerial, professional staff and semi-skilled operatives, who are concentrated mostly in manufacturing and distribution sites. The majority of the technical staff holds degree/masters level qualifications in the fields of chemistry, physics, biology and electrical engineering. Professional services of the company include Human Resource Management, Finance, Marketing and Data management. In order to providing training and development activities to its employees, Rollins Group has range of learning interventions to offer which include on the job training, including a structured induction programme, helping stop accidents at work and other job specific training, support for professional qualifications such as CIMA, CIPS and CIPD and E-learning through its online platform called Nottingham Online Workspace (NOW).

Issues and Problems faced by Rollins Group

All the employees of the company have to attend a five days course of the training program in Nottingham in order to have a minimum of NVQ Level 4 in Learning and Development. The company is following this training project from the last five years since its development. However, in recent times a team was formed to carry out some research related to effectiveness and cost incurred on such off-site training programs. The research report reveals that such off-site training programs cost very high for the company. On an average, the cost of such training program is around £18.1m per year. This has forced the management of Rollins to look out for some other alternative to deliver knowledge and training to its employees. In addition to high cost, a decrease in employee engagement in training courses over the last three years has also been reported. More specifically, technically graduates are not able to connect to the existing training modules. Apart from this, the reliability of such training programs is another issue which the company is facing in recent times. It has been observed that company does not provide training programs to entire staff. Only potential employees or employees who show interest towards learning and development are provided with external coaches for training purpose, otherwise, for other employees, there are no such facilities. This is because of the reason that firstly, off-site training are not customised as per the individual employees of Rollins group. Secondly, the company has to spend a huge amount on off-site training, so it prefers to conduct training programs only for few employees and not for entire staff. Moreover, apathy and scepticism have also been reported among the employees attending such training sessions. All these factors have forced the management to seriously think towards an alternative method to deliver knowledge and training to its employees. In this regards, technology-based learning could be proved as an effective way to deliver on-the-job training to their employees to get a better result. However, before implementing the technology-based design, the company should consider the contextual factors and learning and development needs.

Contextual Factors

Contextual factors reflect specific characteristics of an individual, group or society. Every individual, group or society is different from another individual, group or society. Thus, it becomes essential for Rollins to first understand the unique characteristics of particular, individual group or society and design the intervention accordingly. These contextual factors can be either internal or external. Internal contextual factors are those on which the company has complete control, for example, mission, vision, history, philosophy, culture, financial resources, goals, programs and policies, and infrastructure of any organisation. On the other hand, external contextual factors are those on which the company does not have any control such as technology, economy, politics, social and environmental conditions (Waight, Willging and Wentling, 2004). Since Rollins Group is in the manufacturing industry, it is important that the company measure the quality of its products with the set standards to reduce defects, rejections and rework. This can be ensured by analysing the process and people management in the company. In addition to quality, another important contextual factor for measuring the performance of Rollins Groups is ‘time’. The company needs to ensure that all the rubber goods are passed through various quality checks and are manufactured on time. Apart from time and quality, the cost is another important contextual factor. The company needs to ensure that various kinds of costs such as labour cost, material cost, etc. can be minimised. Lastly, but the most important contextual factor is characteristics of individual staff. Since Rollins group has a diverse staff with the varied educational background. It is essential that companies should keep it in mind while designing training module. There are chances that some of its employees are not technology savvy, so for them, it will be difficult for the company to devise technology-based training. To deliver training to such individuals, firstly Rollins will have to impart basic knowledge regarding computers and IT and then should develop technology-based training programs. Thus, before designing the training and development program, Rollins Group has to consider the above stated contextual factors (Vosniadou et al., 2012).

Learning and Development Needs

Before developing any learning and development program, Rollins Group needs to understand the abilities, skills and knowledge set of its employees. This will help the company in designing cost effective and robust training plan and will enhance its performance. Apart from this, gap identification between existing and future training skills need to be performed by the company. Moreover, it needs to assess the requirement for a new training and development program before actually designing it. In this regards, the company needs to perform assessments at different levels, that is, organisation, task and individual (Yengina et al., 2010). Under organisation assessment, Rollins Group needs to identify the gaps existing in the current process that is hampering its performance. In this, the company has to assess external factors as discussed above. On the basis of that, it can decide the nature and type of training required. For example, presently, off-site training is proving costly for the company, and secondly, all the employees are not able to get benefitted from it. Therefore, Rollins should focus on developing such module which will save on cost and is beneficial for all. On the other hand, in the case of task assessment, the management of Rollins Group first needs to assess the task that an individual needs to perform and skills required to perform that particulate task. In the company, since different tasks are performed by different people having different skill and knowledge set, developing a standard training module will not solve the purpose of imparting knowledge in the individual. Thus, Rollins Group first needs to identify the skills required for doing a particular task and then should design appropriate customised training module as per the task requirements. Finally, under individual assessment, the company needs to determine the individual skill level of an employee for performing a particular task. This will help the company in deciding which and of what level training is required by a particular individual. Thus, before designing any training model, Rollins Group should consider all the contextual factors and training and development needs at different levels (Brandi and Iannone, 2015).

Advantages and Disadvantages of Technology Based Learning to Rollins Group

Thus, the above table shows that technology-based learning has both advantages and disadvantages for Rollins Group. Therefore, the company needs to thoroughly analyse the needs and requirements of all the departments individually and then design a customised learning module based on technology-based learning so that it can overcome all the drawback of this method.

Conclusion

Thus, from the overall discussion, it can be concluded that Rollins Group can implement technology based learning to design its training module for different department and employees of the company. Technology based learning is an effective tool for delivering customised training modules efficiently. Through this technique, it is expected that Rollins Group will be able to curtail around 30 percent of its expenses on its training delivery mechanism. The report shows that due to the fast rate of change in production processes and workplace tools and digitalisation, it has become essential for the companies to shift its training delivery mechanism from traditional face to face training to modern technology based mechanism. Although the initial cost of implementing technology-based learning is quite high than traditional methods, in the long run, it will prove more efficient and effective. Moreover, before designing any training module, Rollins Group should consider all the contextual factors such as quality, time and cost, and development needs in mind. This will help in overcoming the limitation of technology-based learning, and the company will effectively achieve the individual as well as the organisational goal. Thus, from the overall analysis, it can be assumed that technology-based learning is still in its nascent phase and it has a long way to go to achieve a major breakthrough.

Recommendations

Following recommendation can help Rollins Group in successful designing of training and learning module based on technology-based learning.

Should analyse the needs of the individuals and accordingly developing innovative and customised training module. It will also help in reducing employee attraction rate and cost of the training module.

Should maintain its internet speed across the globe so that seamless experience can be delivered to the individuals across the world while delivering training module

Should use only valid and reliable sources for collecting data and developing content for the learning module (Hoffman and Leafstedt, 2014).

Training session regarding use of technology-based learning should be conducted before giving access to the library to the employees

Should focus on work-based mobile learning as it is socially and economically imperative and helps in increasing individual competencies at reduced cost

Should take help of different learning management systems to enhance technology compatibility (Brandi and Iannone, 2015).

Learning Plan

The following learning plan can help Rollins Group to develop and evaluate its training learning module based on technology-based learning.

References

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Hoffman, J. and Leafstedt, J. 2014. Understanding the Use of Technology for Facilitating Inquiry-Based Learning, in Patrick Blessinger , John M. Carfora (ed.) Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators (Innovations in Higher EducationTeaching and Learning, Volume 1). Emerald Group Publishing Limited. pp.421-437.

Mikalef, P. Pappas, O. I. and Giannakos, M. 2016. An integrative adoption model of video-based learning. The International Journal of Information and Learning Technology. 33(4). pp.219 – 235.

Rubrico, U. G. J. 2012. Computer-Aided Learning and Task-Based Learning: Engaging Learners in Contextualizing Grammar, in Laura A. Wankel, Patrick Blessinger (ed.) Increasing Student Engagement and Retention Using Social Technologies (Cutting-edge Technologies in Higher Education, Volume 6 Part B). Emerald Group Publishing Limited. pp.179-209.

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Vosniadou, S. et al. 2012. Technology-Based Learning Environments: Psychological and Educational Foundations. Springer Science & Business Media.

Yengina, I. et al. 2010. Being ready for the paradigm shifts in e-learning: Where is the change happening and how to catch the change? Procedia Social and Behavioral Sciences. 2(2). pp.5762–5768.