Comparing E-Learning and Traditional Instruction

By Bill Hudson, Executive Consultant, ACT Center

Over the past year, ACT Center staff have conducted sales workshops for hundreds of community college sales and marketing personnel. A primary focus of the workshops is the comparison of e-learning to traditional classroom instruction. Here you will find outlined the workshop discussions.

The intent is not to show that e-learning is a better method of training, but to explain how in some cases it may be the better alternative. We also can show that educational institutions that do not have the capability to deliver individualized, competency-based training cannot meet all the training needs of their constituents.

E-learning is a growing segment of the training market. Training magazine, ASTD, Newsweek, the Chronicle of Higher Education, the Gartner Group, the Masie Center, and the U.S. Department of Labor have all predicted that e-learning will become a major segment of the training market.

Currently, 24 percent of training is delivered by methods other than traditional classroom instruction. Many forecasts predict that this type of training will grow to 45 percent within five years.

Examining Teaching Methods

There are several accepted ways to deliver training and accomplish educational objectives. The following list was developed through discussions with sales workshop attendees.

Lecture: Most workshop attendees agreed that the best way to deliver this type of training is with an instructor. But it doesn’t have to be “live” instruction. ACT Centers offer the option of delivering this training through a “virtual classroom.” This can be particularly useful if trainees are in different locations or cannot meet at the same time.

Tutorial: The majority of attendees felt that individualized, technology-driven instruction would be best suited for this training method. The consensus was that adult learners need different amounts of a tutorial and, in many cases, different content. Therefore, it is important to have a program that allows adults to take as much of the tutorial as they need without repeating what they already know.

Role Playing: This method is often used to practice sales, customer service, and management skills. Attendees felt that role playing needs to be handled in the classroom by a trained facilitator. A trainee may be able to practice role plays on the computer, but eventually needs to have live practice with coaching for best results.

Drill and Practice: The attendees agreed that because this method meets individual needs, the best delivery method is through technology. This option allows individuals to drill and practice as long as necessary.

Simulations: It would be difficult, if not impossible, for a teacher/facilitator to simulate most topics. Therefore, attendees agreed that technology was needed to deliver appropriate simulations.

On-the-Job Training: For this training, the consensus was that a subject matter expert is needed to observe the person and offer coaching.

Gaming: Attendee opinions were split on this mode of training delivery. Some felt that games of management/leadership skills should be handled in the classroom by an instructor. Others felt that games about technology need to be delivered via technology.

Case Study: Attendees felt that trainees could study cases individually but needed classroom interaction to present the case study and receive feedback from other learners and their instructor.

It was interesting to note that after discussion about blending technology with e-mentors, chat rooms, and virtual classrooms, attendees began to see other ways to deliver training that did not require a physical classroom.