The efficacy of behavior modeling: a comparison of face-to-face and online asynchronous software-training methods

2004 ◽  
Author(s):  
C.C. Chen ◽  
T. Ryan ◽  
L. Olfman
Keyword(s):  
Behavior Modeling ◽  
Training Methods ◽  
Software Training ◽  
Face To Face

Online Behavior Modeling

2013 ◽  
pp. 210-225
Author(s):  
Charlie C. Chen ◽  
Terry Ryan ◽  
Lorne Olfman
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Training Method ◽  
Perceived Ease Of Use ◽  
Online Behavior ◽  
Software Training ◽  
Near Transfer ◽  
Face To Face ◽  
Sufficient Power

Organizations need effective and affordable software training. In face-to-face settings, behavior modeling is an effective, but expensive, training method. Can behavior modeling be employed effectively, and more affordably, for software training in the online environment? An experiment was conducted to compare the effectiveness of online behavior modeling with that of face-to-face behavior modeling for software training. Results indicate that online behavior modeling and face-to-face behavior modeling provide essentially the same outcomes in terms of knowledge near transfer, immediate knowledge for transfer, delayed knowledge for transfer, perceived ease of use, perceived usefulness, and satisfaction. Observed differences were not significant, nor were their patterns consistent, despite sufficient power in the experimental design to detect meaningful differences, if any were present. These results suggest that organizations should consider online behavior modeling as a primary method of software training.

Online Behavior Modeling

2008 ◽  
pp. 1922-1937
Author(s):  
Charlie C. Chen ◽  
Terry Ryan
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Perceived Ease Of Use ◽  
Online Behavior ◽  
Far Transfer ◽  
Software Training ◽  
Near Transfer ◽  
Face To Face ◽  
Sufficient Power

Organizations need effective and affordable software training. In face-to-face settings, behavior modeling (BM) is an effective, but expensive, training method. Can BM be employed effectively, and more affordably, for software training in the online environment? An experiment was conducted to compare the effectiveness of online BM with that of face-to-face (F2F) BM for software training. Results indicate that online BM and F2F BM provide essentially the same outcomes in terms of knowledge near transfer, immediate knowledge far transfer, delayed knowledge far transfer, perceived ease of use, perceived usefulness and satisfaction. Observed differences were not significant, nor were their patterns consistent, despite sufficient power in the experimental design to detect meaningful differences. These results suggest that organizations should consider online BM as a primary method of software training.

Online Synchronous Versus Asynchronous Software Training via Behavioral Modeling Approach

2011 ◽  
pp. 14-29
Author(s):  
Charlie C. Chen ◽  
R. S. Shaw
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Behavior Modeling ◽  
Training Methods ◽  
Face To Face ◽  
Sql Server 2000 ◽  
Long Run ◽  
Long Duration ◽  
Carry Over ◽  
Live Instruction

The continued and increasing use of online training raises the question of whether the most effective training methods applied in live instruction will carry over to different online environments in the long run. Behavior modeling (BM) approach—teaching through demonstration—has been proven as the most effective approach in a face-to-face (F2F) environment. A quasi-experiment was conducted with 96 undergraduate students who were taking a Microsoft SQL Server 2000 course in a university in Taiwan. The BM approach was employed in three learning environments: F2F, online synchronous and online asynchronous classes. The results were compared to see which produced the best performance, as measured by knowledge near-transfer and knowledge far-transfer effectiveness. Overall satisfaction with training was also measured. The results of the experiment indicate that during a long duration of training no significant difference in learning outcomes could be detected across the three learning environments.

Online Synchronous vs. Asynchronous Software Training Through the Behavioral Modeling Approach

2011 ◽  
pp. 83-97 ◽  
Author(s):  
Charlie C. Chen ◽  
R. S. Shaw
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Behavior Modeling ◽  
Training Methods ◽  
Face To Face ◽  
Sql Server 2000 ◽  
Long Run ◽  
Long Duration ◽  
Carry Over ◽  
Live Instruction

The continued and increasing use of online training raises the question of whether the most effective training methods applied in live instruction will carry over to different online environments in the long run. Behavior Modeling (BM) approach—teaching through demonstration—has been proven as the most effective approach in a face-to-face (F2F) environment. A quasi-experiment was conducted with 96 undergraduate students who were taking a Microsoft SQL Server 2000 course in a university in Taiwan. The BM approach was employed in three learning environments—F2F, online synchronous and online asynchronous classes. The results were compared to see which produced the best performance, as measured by knowledge near-transfer and knowledge far-transfer effectiveness. Overall satisfaction with training was also measured. The results of the experiment indicate that during a long duration of training no significant difference in learning outcomes could be detected across the three learning environments.

Online Behavior Modeling

2009 ◽  
pp. 2230-2246
Author(s):  
Charlie Chen ◽  
Terry Ryan ◽  
Lorne Olfman
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Perceived Ease Of Use ◽  
Online Behavior ◽  
Far Transfer ◽  
Software Training ◽  
Near Transfer ◽  
Face To Face ◽  
Sufficient Power

Organizations need effective and affordable software training. In face-to-face settings, behavior modeling (BM) is an effective, but expensive, training method. Can BM be employed effectively, and more affordably, for software training in the online environment? An experiment was conducted to compare the effectiveness of online BM with that of face-to-face (F2F) BM for software training. Results indicate that online BM and F2F BM provide essentially the same outcomes in terms of knowledge near transfer, immediate knowledge far transfer, delayed knowledge far transfer, perceived ease of use, perceived usefulness and satisfaction. Observed differences were not significant, nor were their patterns consistent, despite sufficient power in the experimental design to detect meaningful differences. These results suggest that organizations should consider online BM as a primary method of software training.

Online Synchronous vs. Asynchronous Software Training Through the Behavioral Modeling Approach

2008 ◽  
pp. 1763-1777
Author(s):  
Charlie C. Chen ◽  
R. S. Shaw
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Behavior Modeling ◽  
Training Methods ◽  
Face To Face ◽  
Sql Server 2000 ◽  
Long Run ◽  
Long Duration ◽  
Carry Over ◽  
Live Instruction

The continued and increasing use of online training raises the question of whether the most effective training methods applied in live instruction will carry over to different online environments in the long run. Behavior Modeling (BM) approach – teaching through demonstration — has been proven as the most effective approach in a face-to-face (F2F) environment. A quasi-experiment was conducted with 96 undergraduate students who were taking a Microsoft SQL Server 2000 course in a university in Taiwan. The BM approach was employed in three learning environments— F2F, online synchronous and online asynchronous classes. The results were compared to see which produced the best performance, as measured by knowledge near-transfer and knowledge far-transfer effectiveness. Overall satisfaction with training was also measured. The results of the experiment indicate that during a long duration of training no significant difference in learning outcomes could be detected across the three learning environments.

Online Behavior Modeling

2011 ◽  
pp. 137-157
Author(s):  
Charlie Chen ◽  
Terry Ryan ◽  
Lorne Olfman
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Perceived Ease Of Use ◽  
Online Behavior ◽  
Far Transfer ◽  
Software Training ◽  
Near Transfer ◽  
Face To Face ◽  
Sufficient Power

Organizations need effective and affordable software training. In face-to-face settings, behavior modeling is an effective, but expensive, training method. Can behavior modeling be employed effectively, and more affordably, for software training in the online environment? An experiment was conducted to compare the effectiveness of online behavior modeling with that of face-to-face behavior modeling for software training. Results indicate that online behavior modeling and face-to-face behavior modeling provide essentially the same outcomes in terms of knowledge near transfer, immediate knowledge far transfer, delayed knowledge far transfer, perceived ease of use, perceived usefulness, and satisfaction. Observed differences were not significant, nor were their patterns consistent, despite sufficient power in the experimental design to detect meaningful differences, if any were present. These results suggest that organizations should consider online behavior modeling as a primary method of software training.

Online Behavior Modeling

2011 ◽  
pp. 1689-1705
Author(s):  
Charlie Chen ◽  
Terry Ryan ◽  
Lorne Olfman
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Perceived Ease Of Use ◽  
Online Behavior ◽  
Far Transfer ◽  
Software Training ◽  
Near Transfer ◽  
Face To Face ◽  
Sufficient Power

Organizations need effective and affordable software training. In face-to-face settings, behavior modeling (BM) is an effective, but expensive, training method. Can BM be employed effectively, and more affordably, for software training in the online environment? An experiment was conducted to compare the effectiveness of online BM with that of face-to-face (F2F) BM for software training. Results indicate that online BM and F2F BM provide essentially the same outcomes in terms of knowledge near transfer, immediate knowledge far transfer, delayed knowledge far transfer, perceived ease of use, perceived usefulness and satisfaction. Observed differences were not significant, nor were their patterns consistent, despite sufficient power in the experimental design to detect meaningful differences. These results suggest that organizations should consider online BM as a primary method of software training.

scholarly journals A multimedia approach to ODL for agricultural training in Cambodia

2013 ◽  
Vol 14 (1) ◽  
pp. 222 ◽  
Author(s):  
Helena Grunfeld ◽  
Maria Lee Hoon Ng
Keyword(s):  
Developing Countries ◽  
Distance Learning ◽  
Formal Education ◽  
Training Methods ◽  
Face To Face ◽  
Post Conflict

<p>Open distance learning (ODL) has long been an important option for formal and non-formal education (NFE) in most developed and developing countries, but less so in post-conflict countries, including Cambodia. However, in Cambodia there is now greater awareness that ODL can complement traditional face-to-face educational approaches, particularly as there is a shortage of teachers in the country. Thus, understanding how ODL can achieve learning and other objectives has important implications for both formal education and NFE. If it can be found to be effective, ODL has the potential of reaching a large number of people at comparatively lower average costs. This paper reports on a project where the same content was taught to farmers in Cambodia via traditional face-to-face and via ODL and compares outcomes between the different training methods. Exploring the extent to which farmers had adopted new farm practices taught in the course, our results indicate that the outcomes did not vary considerably between those trained using the different approaches.</p>

Environmental Design in Education and Training

2016 ◽  
Vol 60 (1) ◽  
pp. 435-439 ◽  
Author(s):  
Nancy J. Stone ◽  
Conne Mara Bazley ◽  
Karen Jacobs ◽  
Michelle M. Robertson ◽  
Ronald Laurids Boring ◽  
...  
Keyword(s):  
Social Dynamics ◽  
Education And Training ◽  
Training Methods ◽  
Audience Participation ◽  
Environment Impact ◽  
Face To Face ◽  
The Social ◽  
The Military ◽  
The Impact ◽  
And Training

Increasingly, individuals are using more blended, hybrid, and online deliver formats in education and training. Although research exists about how the physical and social environment impact learning and training in traditional face-to-face settings, we have limited knowledge about how the environment affects learners when they are interacting with technology in their learning situations. In particular, concerns arise about levels of engagement, whether learning is enhanced, the impact or helpfulness of robotics, and how the social dynamics change. These five panelists bring expertise in education at the undergraduate and graduate levels, training within industry and the military, and the use of various teaching and training methods. The panelists will present their perspectives to several questions relative to how the environment can (or cannot) accommodate enhanced learning in education and training when technology is involved. Ample time will remain for audience participation.

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