Instructor-led training

Last updated

Instructor-led training, [1] or ILT, is the practice of training and learning material between an instructor and learners, either individuals or groups. Instructors can also be referred to as a facilitator, who may be knowledgeable and experienced in the learning material, but can also be used more for their facilitation skills and ability to deliver material to learners.

Contents

Instructors may deliver training in a lecture or classroom format, as an interactive workshop, as a demonstration with the opportunity for learners to practice, or even virtually, using video-conferencing tools; and the instructor may have facilitation and teaching skills, in which they can use different methods to engage learners and embrace different learning styles.

Other learning delivery methods include e-learning which delivers self-paced courses online, and blended learning which mixes instructor-led and e-learning elements.

Use and effectiveness

Instructor-led training represents overall 66% of corporate training and development; it reaches 76% in high-performing companies and 80% in high-consequence industries (healthcare industry, pharmaceutical industry, finance, utilities, etc.). [2] It is also the most widely-used method for extended enterprise training, which trains customers and partners, with an 80% usage rate. [3] In the UK, one in three companies who use e-learning currently deliver more than three-quarters of their training and development activities completely through face-to-face experiences. [4]

The primary reason why human resources departments prefer instructor-led training is its high effectiveness in terms of knowledge retention: in a survey rating every training and development delivery format, in-person instructor-led classrooms are in third position, with 3.63 out of 5, whereas e-learning modules are in seventh position, with a grade of 3.05 out of 5. [5]

ILT is an effective means of delivering information, as it allows for real-time feedback, questions and answers, manipulation and changeable delivery to suit the needs of learners in a real-time environment, and a learning environment can be created by the instructor's style.

Managing instructor-led training

Although instructor-led training dominates the market in terms of use because of its effectiveness, it tends to be a costlier learning delivery method. [6] Hiring an instructor, renting or maintaining facilities, providing hands-on tools, travel, food, and boarding can push companies on a tight budget. Additionally, classroom occupancy rates and resource use are not always maximized.

This is why streamlining logistics, scheduling and administration, managing resources, and optimizing the budget are key in managing instructor-led training. [7] Organizations such as corporate training departments, corporate university as well as training companies generally manage this through a core enterprise resource planning (ERP) such as a training management system. [8]

The training management system optimizes ILT management by streamlining every aspect of the training process: planning (training plan and budget forecasting), logistics (scheduling and resource management), financials (cost tracking, profitability), reporting, and sales for for-profit training providers. For example, a training management system can be used to schedule instructors, venues and equipment through graphical agendas, optimize resource use, create a training plan and track remaining budgets, generate reports and share data between different teams.

While training management systems focus on managing instructor-led training, they can complete an LMS. In this situation, an LMS will manage e-learning delivery and assessment, while a training management system will manage ILT and back-office budget planning, logistic and reporting. [9]

Recently, there have been many trends in modernizing and optimizing instructor-led training through educational technology.

Instructor-led training can be delivered within a classroom or remotely through a virtual classroom, in which case it is called virtual instructor-led training. [10] Instructor and learners are in different locations, and a classroom environment is replicated through online tools. This type of training can be delivered synchronously or asynchronously.

Instructor-led training can also be combined with e-learning in a blended learning scenario to achieve a maximum effectiveness. In this case, some of the training is delivered live while online courses serve as refreshers between sessions. A growing type of blended learning is called the flipped classroom model, where students acquire information by watching lectures online and then engage in problem-solving, discussion and group activities in class.

Training within the classroom can be also enhanced through a range of technology and collaborative tools such as video software and system to access content during the class.

Lastly, instructor-led training back office management can be optimized through dedicated software which streamline all processes (scheduling, logistics, costs and budget management, administration, reporting, etc.) such as a training management system. [11] This allows training organizations to improve the efficiency of their ILT and optimize their training budget.

Related Research Articles

<span class="mw-page-title-main">Problem-based learning</span> Learner centric pedagogy

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.

Blended learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people. In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions. This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, distance education, and continuing education. This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous learning network.

Learning Management is the capacity to design pedagogic strategies that achieve learning outcomes for students. The learning management concept was developed by Richard Smith of Central Queensland University (Australia) and is derived from architectural design and is best rendered as design with intent. Learning management then means an emphasis on ‘the design and implementation of pedagogical strategies that achieve learning outcomes. That is, in the balance between and emphasis on curriculum development and pedagogy, the emphasis is definitely on pedagogical strategies. Underpinning the learning management premise is a new set of knowledge and skills, collectively referred to as a futures orientation and which attempts to prepare the mindsets and skillsets of teaching graduates for conditions of social change that pervade local and global societies in the 2000s. The practitioner of learning management is referred to as a learning manager. Adjunct to the theory and practice of learning management is the Learning Management Design Process (LMDP). The LMDP is a curriculum planning process comprising 8 'learning design based' questions. The process was developed by Professor David Lynch of Central Queensland University in 1998 and is used primarily as a tool to train teachers to teach [3]. These 'eight questions' when answered in sequence focus the teacher to what is important when planning to teach students. The LMDP organizes its 8 questions through three sequential phases: Outcomes, Strategy, and Evidence. Each phase represents the bodies of information that its associated questions seek to pursue. The LMDP represents a rethink of the various curriculum development models that have predominated the planning of teaching and curriculum in the developed world over past decades. The teacher develops their 'teaching plan' by engaging with each phase and its questions and recording ‘findings’ in plan form.

A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it often refers to the industry of companies that create educational technology.

Information and Learning Technology is a term mainly used in the British further education sector. It describes the methods of using technology to enhance the learning experience within education.

Synchronous conferencing is the formal term used in computing, in particular in computer-mediated communication, collaboration and learning, to describe technologies informally known as online chat. It is sometimes extended to include audio/video conferencing or instant messaging systems that provide a text-based multi-user chat function. The word synchronous is used to qualify the conferencing as real-time, as distinct from a system such as e-mail, where messages are left and answered later.

Competencymanagement systems are usually associated with, and may include, a learning management system (LMS). The LMS is typically a web-based tool that allows access to learning resources. Competency Management Systems tend to have a more multidimensional and comprehensive approach and include tools such as competency management, skills-gap analysis, succession planning, as well as competency analysis and profiling. The CompMS tends to focus more on creating an environment of sustainable competency in addition to entering and tracking learning resources in software. However, conceptually, there is no reason why a CompMS or LMS could not be manual and indeed learning management systems are as old as learning institutions.

The Open Training and Education Network, often abbreviated OTEN, is an Open education service offered by TAFE NSW. It was rebranded as TAFE Digital during the OneTAFE restructure at the beginning of 2018. Students may enrol from anywhere in Australia, while operationally the program is run by the Western Sydney Institute of TAFE. OTEN courses are delivered using a range of media, including printed materials, videos, CD-ROMs and DVDs. Some OTEN courses and units are delivered online. OTEN students may also access local TAFE NSW library facilities.

In the history of virtual learning environments, the 1990s was a time of growth, primarily due to the advent of the affordable computer and of the Internet.

The Advanced Distributed Learning (ADL) Initiative is a US government program that conducts research and development on distributed learning and coordinates related efforts broadly across public and private organizations. ADL reports to the Defense Human Resources Activity (DHRA), under the Director, DHRA. Although it is a DoD program, ADL serves the entire US federal government, operates a global partnership network including international defense ministries and US-based academic partners, and collaborates closely with industry and academia. ADL advises the DoD and US government on emerging learning technologies, best practices for improving learning effectiveness and efficiency, and methods for enhancing interoperability. Notable ADL contributions to distributed learning include the Sharable Content Object Reference Model (SCORM), Experience API (xAPI), and the DoD Instruction 1322.26.

Online tutoring is the process of tutoring in an online, virtual, or networked, environment, in which teachers and learners participate from separate physical locations. Aside from space, literature also states that participants can be separated by time.

Medical education agencies are a specialty subset of advertising agencies that develop educational content for the Healthcare, Life Science and Biotechnology industries. Medical education agencies are divided into two categories:

<span class="mw-page-title-main">History of virtual learning environments</span> Home

A virtual learning environment (VLE) is a system that creates an environment designed to facilitate teachers' management of educational courses for their students, especially a system using computer hardware and software, which involves distance learning. In North America, a virtual learning environment is often referred to as a "learning management system" (LMS).

dCourseWeb is an Internet-based application designed by Nazarene Bible College (NBC) to manage online education programs. It includes a course or learning management system, along with an advising utility for advising and scheduling both students and instructors. The system maintains historical information on instructors, students, and courses for use by administrators, instructors, and advisors. The application is both an administrative tool and an instructional tool.

A virtual learning environment (VLE) in educational technology is a web-based platform for the digital aspects of courses of study, usually within educational institutions. They present resources, activities, and interactions within a course structure and provide for the different stages of assessment. VLEs also usually report on participation and have some level of integration with other institutional systems. In North America, VLE's are often referred to as Learning Management Systems (LMS).

<span class="mw-page-title-main">Online learning in higher education</span> Development in distance education that began in the mid-1980s

Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.

Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011. Using the UNESCO model of ICT Development in Education, the countries were ranked as Emerging, Applying, Infusing or Transforming. The Philippines were ranked at the Infusing stage of integrating ICT in education, indicating that the country has integrated ICT into existing teaching, learning and administrative practices and policies. This includes components such as a national vision of ICT in education, national ICT plans and policies, complementary national ICT and education policies, professional development for teachers and school leaders, community or partnership and teaching and learning pedagogies. A 2012 study reported that public high schools in Metro Manila had a computer to student ratio of 1:63. While 88 percent of schools have internet connections, half of the students claimed not to be using it.

A training management system (TMS), training management software, or training resource management system (TRMS) is a software application for the administration, documentation, tracking, and reporting of instructor-led-training programs. A TMS focuses on back-office processes and is considered a tool for corporate training administrators. A TMS serves as a central enterprise resource planning (ERP) system specific to the training industry. Such a system can be complemented by other learning technologies such as a learning management system, and form part of the educational technology ecosystem.

References

  1. ↑ "Benchmarking Terms". iqat.org. Retrieved 20 October 2010.
  2. ↑ "Bringing the Classroom into the 21st Century". Brandon Hall Group (2015).
  3. ↑ "Extended Enterprise Learning: Generating Revenue and Adding Value". Brandon Hall Group (2017).
  4. ↑ "Annual Survey Report Learning and Development" (PDF). CIPD (2015).
  5. ↑ "State of Leadership Development 2015 Time to Act is Now" (PDF). Brandon Hall Group (2015).
  6. ↑ "Finding the right learning mix". CLO media. 17 June 2015.
  7. ↑ "Why LMS's are not built to manage ILT and what to do about it". Training Magazine.
  8. ↑ "Instructor-Led Training and e-Learning: which technology for which learning delivery?". Training Development Excellence Essentials.
  9. ↑ "Why LMS's are not built to manage ILT and what to do about it". Training Magazine.
  10. ↑ "Virtual Instructor-Led Training". CloudShare.
  11. ↑ "Technology-enabled learning, more than e-learning - Part 1: What does technology-enabled Instructor-led training look like?". Training Development Excellence Essentials.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.