One Step Away From Web Based Delivery:
Australian Army Case Study
Paul Ashman,
Allan Ellis, School of Social Sciences, Southern Cross University, aellis@scu.edu.au
ABSTRACT
Promotion
from Private to Corporal is seen as the most crucial step in a soldier’s
career. As such this step receives a disproportionate amount of organisational
and personal attention compared to any other course run in the Australian Army.
During 2004 the role of a Corporal was reviewed with the result that course
competencies were increased and aligned for both full-time Australian Regular
Army and Active Reserve Corporals. This case study will review why this pilot
course was targeted for delivery by distance, its failure and subsequent
revision and development as a distance training method using a Web-based
delivery platform.
It is crutial that Army understands that how it applies distance learning processes will impact upon how the success of its training programs are percieved, this will then reveal the
opportunities for the organisation to move forward to correct any faults. And, with using a Web-based training system Army will have to
deal with organisational issues such as the cultural resistance to learning via
distance training, the use of technology and the evolving role of instructors. The
complexities inherent within the Australian Army’s current distance learning
strategy are identified. The problem for Army is to adopt a Web-based
distance training approach while integrating its cultural traditions; that is,
value traditional authoritarian instructor/student relationships, belief in
success as a foundation, resisting change while maintaining evolutionary not revolutionary processes.
INTRODUCTION
This study examines the Australian Army’s plan
to rollout flexible delivery methods; their aim, to reduce costs associated
with traditional instructor-led training delivery methods. Army defines distance learning as where learning occurs
by means other than direct contact with an instructor, and, distance training
as the process of delivering distributed training via computer media. The
Australian Army has experimented with flexible learning since 1996,
predominately with CD-ROM based material delivered at residential courses. The Australian Army had avoided an early move to Web-based delivery for
training due to the mediums’ infrastructure and bandwidth restrictions, opting
instead for a media rich enabled CD-ROM delivery system. Distribution
through the use of CD-ROMs was seen as the optimal solution for actively
engaging the learner through the use of cinematic video, virtual reality and
activity based learning material. It is now recognised that this medium, while
engaging the learner, continues to present cultural resistance, technical and
doctrinal currency problems. Despite creating this distance training course
material, no attempt was made to effectively trial the replacement of
traditional course modules with an CD-ROM based
distance flexible learning method until 2004. Army applies distance training as
a method of delivering one-way training that transmits text, audio and video
media to trainees to one or more sites remotely.
Army has adopted a broad definition for the
term ‘flexible learning’ that encompasses a wide range of delivery options –
not just technology assisted (computer based learning product) learning. Army’s
definition states (Australian Army, 2004, p2):
'Flexible learning refers as an approach to learning based on two main features: increasing access and increasing student control over the learning experience. The approach emphasizes choice for students of when and how to learn. Flexible learning spans dimensions of time (learning opportunities may occur any time) and space (students may access their learning from a range of locations). It also incorporates various mixes of communications and information technologies and their associated learning environments (face-to-face classes, audio and video resources, print-based material, CD-ROM and other computer-based resources, on-line and Web access)'.
Current philosophy or theories for the definition of learning as espoused by Grabinger and Dunlop or Tsang (Grabinger & Dunlap, 1996; Tsang, 1997) do not
correspond
with Army's definition of learning. Even when taken to embrace its wider concept, Army's definition of ‘flexible learning' does not describe or organize any of the elements or environments that a student would engage in any learning process. A review in any change of the definition of ‘learning' (Twigg, 2004) more reflects any recognition of how students need to acquire skills that reflect investigation, critical thinking and reflection with the ability to effectively reason and communicate processes. Army's definition would better reflect a ‘flexible training' approach or delivery method. This conflict between Amy's definition and meaning will be addressed by adopting the connotation of the definition which reflects Army's move to distance learning Web-based training
DISTANCE LEARNING COURSE: CD-ROM BASED
Subject 1 Corporal Course (S1C-A Regular Army course / S1C-AR Active Reserve) is the training vehicle used
to prepare Army’s Regular and Active Reserve Privates for junior management at
section level. The capability to dramatically change a curriculum, such as
Subject 1 Corporal Active Reserve course, is by forming an Army Review of Trade
Management (ARTM). The driver to form this ARTM was the newly forming
environment where Active Reserve soldiers and officers were being deployed overseas
into hostile environments. While serving in a reserve capacity Active Reserve
members receive tax-free remuneration; however, their pay scale is below that
of regular soldiers. This pay scale had been based upon the fact that
reserve members were not required to achieve the same number of qualifying
competencies for promotion.
This case study is based on an Australian Army
distance learning course for Army Reserve soldiers attempting to complete all
competencies to be eligible for promoted to the rank of Corporal (CPL). A
previous study into this course (
At this point, Army did not address
advantages of delivering Web-based training via the
Internet. This was due to Internet bandwidth restrictions and an
established process, committed to delivering media rich computer based training
by CD-ROM. This resulted in the loss for trainee’s to flexibly allocate a study
time, place and the potential to reach a greater peer audience. CD-ROM delivery
highlighted compatibility concerns with both hardware and software systems
available at Army’s Regional Training Centres. While
Web-based development potentially provides a quicker development time, compared
to videos and CD-ROM based training; it is the medium’s ability to easily
update course content that provided a mechanism for change.
The pilot course failed to achieve its desired
outcome in terms of results and course completions.
TRAINING WITHIN ARMYS HIERARCHICAL STUCTURE
The Australian Army involves 3 structures: Land Command: responsible collective training for fighting the battle, Training Command: responsible for individual training to prepare soldiers for the battle and Logistics Command: responsible for materiel and infrastructure support to maintain the battle. The Active Reserve forms a part of Land Command. As a consequence, Land Command and Training Command compete for how much time a reservist will be available for either collective or individual training. The average time an individual remains in the reserve is 4 years and minimum time for a reserve Private would expect to become eligible for a promotion course is 3 years. Land Command is concerned that their reservists are spending over half of their available time completing individual training, and they see little return on their investment. The ARTMs resolve to expand the Active Reserve Subject 1 Corporal course to 24.5 days was not met with any enthusiasm given the additional time and resources to complete an expanded course.
An Australian Army
Infantry Section contains 9 individuals. Corporals are responsible for
routine administration for their section and are expected to present as a role
model for leadership, dress and bearing. The ARTM recognized that it was not
possible for Active Reserve members to complete all competencies achieved by
regular soldiers, while serving 1 weekend a month and 1, 2 week continuous
period (16 days). It was decided that regular and reserve competencies were to
be aligned. Prior to the pilot course, reserve soldiers completed an abridged
16-day course extracted from the regular 42-day course. The reserve CPL
promotion course was further complicated by the fact that each course’s
curriculum was regionally based. The ARTM established that reserve soldiers
must complete 10 common competencies while regular soldiers must achieve 15
competencies. The additional competencies are earmarked as ‘Advanced
Competencies’, which, only need to completed if a reserve CPL transfers to the
regular Army. This resulted in the time required to complete all required
Active Reserve Corporal competencies increasing from
16-days to 24.5-days. This created the problem that reservists only need to
commit to a single continuous period of 16 days, the
new course did not physically fit the Reserve’s ability to complete a course in
a single training year.
2004 PILOT 9 DAY DISTANCE LEARNING PHASE
Research supports the presupposition that
distance learning is an effective and efficient method of instruction (Van
Buren & King, 2000). Army has struggled with separating course design
concepts from delivery philosophies (Ellis & Newton, 2004) and
understanding how each discipline influences the other. The success of
distance learning depends equally on well-designed and managed courses and
skilled instructionally designed material for the trainees. The reliance on the
most advanced technology for delivery, design or production does not guarantee
a successful, let alone, a quality distance learning product. The pilot S1C-AR evaluation noted that the course had relied upon “a
short lead up time, in the development, implementation and advertisement”
(Regional Training Centre Report, 2004). This had the consequence on relying on
distance learning technologies without the support of specific and aimed
management and unproven distance-based delivery of their computer-based
learning products. It is the author's opinion that Army also failed to address the limitations of the use of
static CD-ROM delivery over a more appropriate resource and interaction rich
Web-based delivery approach; however, this can be attributed to the maturity of
Web-based software and infrastructure when Army first introduced CD-ROMS as a
training format. The use of CD-ROM for the pilot was more likely due to
utilizing available resources than developing a distance model for distance
learning that has enhanced capacity for real time interaction, speed and
currency of the data.
The result of the short lead up time was
the number of reservist that subscribed to the pilot course was disappointing.
The pilot was run in South East Queensland as the region has a high density of
reservists. It was expected that the panel size would be 30,
however, the course only managed an initial panel size of 20. Several factors
influenced the numbers including a short lead up time in the development,
implementation and advertising of the course. However, the greatest
contributing factor was that while the pilot course was being conducted the
original single-phase 16-day courses were being conducted around
< 9
Day
>
< 16-Day
>
Distance Learning CD-ROM-Based Training Phase
Residential Phase
Figure 1: 2004 Distance Learning Framework of
the initial distance learning course.
The 9-day phase began with a 2-day residential introductory weekend. The first day included Army mandated training: Equity and Diversity, Suicide Awareness, Stress and a Padre’s hour. Trainees were given a basic computer literacy skill lesson and introduced into how they were expected to perform during the distance learning phase. The second day was devoted to introducing distance learning, which involved the trainees being guided through 1 of the distance learning packages in a classroom environment. Trainees completed the weekend with a lesson on time management where a suggested study timetable was discussed.
The equivalent 7 days coursework (11 individual
CD-ROM packages) was completed by distance learning over a 14-week period.
Trainees were well resourced to complete the distance learning, they were
issued with laptop computers that had the courseware preloaded and an addition
set of courseware CD-ROMS. Trainees had technical support provided by the
training centre, which provided predominately telephone support, email and in
extreme case onsite support. Trainees had access to instructors via a free 1800
support line, available between
Trainees that utilized the support systems
noted how well the support network contributed to their learning. However,
2004 ASSESSMENT AND FIELD / 16 DAY RESIDENTIAL PHASE
The majority of literature, post 1995, (Passerini & Granger, 2000; Tuckerman, 2002) reflects
that distance learning is becoming associated with the Internet or for large
organizations an internal Intranet. Army is not currently using either
the Internet of its Intranet – Defence Restricted Network (DRN). The current
methodology utilized by Army incorporates either embedding distance learning
course work within a residential environment or relies on asynchronous CD-ROM
based program delivery. These delivery methods adopted by Army limit the
extrapolation of the lessons learnt from the literature. The 16 day residential
phase utilizes trainee self paced classroom Computer Based Learning (CBL),
instructor lead theory and practical classes, and a field exercise.
After the distance learning phase, only 10 of
the 18 who started on the first weekend were available for the residential
phase. During the distance learning phase, 2 trainees withdrew to illness
and 6 withdrew due conflict between the residential phase and university
examinations. During this 16 day phase, trainees continue with theory
competencies, complete summative assessments and conclude with an assessed
field exercise. The majority of the problems identified with this phase dealt
with the transition from distance learning oriented competencies and the
residential phase where the level of student / instructor interaction. Despite
the support structures previously put it place, trainees had predominantly been
concentrating on learner to content interaction. This has the effect of de-motivating the trainees (Strategic Development
Division, 1998) and is reflected by the course results.
In the study, the instructor played a
significant role in setting the tone and approach, as trainees
attitudes, as viewed in the pilot course, mimicked instructors attitudes. As
noted in
Eastmond (1995, p46.) has characterised the common stereotype of "the loneliness of the long distance learner" and Army has reinforced this by delivering its training via CD-ROMs. Learning at a distance can
be both isolating and highly interactive, the Web-based delivery can provide
more interaction than what occurs in traditional classrooms; while some
learners are not comfortable with the Web similarly some are uncomfortable with
traditional methods. To overcome the lack of nonverbal cues instructional designers
must deploy appropriate instructional design theories to establish appropriate
communication protocols that can build a relationship between learners, the
instructional material and course facilitators. The 16-day residential training
was modified, as gaps in the trainees’ knowledge from the CBL became apparent.
It became evident with the amount of retest and supported with comments from
the trainees, that the CBL had not been really assimilated as seen in the
Trainee Assessment Results (Table1) and the need for instructor led practical
reinforcement.
|
Trainee Assessment Results |
|||
|
Course Subject |
CD-ROM DL Training
Time (mins) |
Residential
Assessment Trainees pass |
Residential
Assessment Trainees fail |
|
Service
Discipline Law (Practical) |
Nil |
2 |
8 |
|
Service Discipline Law (Theory) |
160 |
6 |
4 |
|
Train Small Groups |
40 |
10 |
0 |
|
Give Instruction – Drill |
160 |
4 |
6 |
|
Give Instruction – Weapons |
160 |
3 |
7 |
|
Range |
80 |
2 |
8 |
|
Range retest |
Nil |
5 |
3 |
Table 1: Assessment of CD-ROM-Based Distance Learning
Assessment Result
End of course evaluation revealed that the
trainees, not wishing to reveal their lack of progress, reduced contact with
instructors who consequently failed to adequately record or monitor trainee
progress. This is demonstrated in the final CBL completion rate in Table 2
where only Trainee #9 completed course CD-ROM materials prior to attending the
residential phase of the course. Instructors failed to act as a learning
moderator to set the tone to replicate the physical cues exhibited in
traditional learning classrooms. Trainees expected to be able to review the
distance learning materials during the 16-day residential phase. This indicates
trainee’s expectation of Army’s previous training methods to prevail, or,
instructor bias, failure of the initial 2-day orientation or a combination of
all listed factors. As this retraining did not eventuate in the course program,
trainees failed aspects of: the summative examinations based upon the distance
learning CBL programs. It was acknowledged that providing adequate informative
feedback during distance learning is essential for success (Wisher, Freeman
& Morris, 2000). Souder (1993) in a study showed that the
relationship establishes 2 focal facets to instructing or mentoring on a
distance learning course. The need to provide efficient and effective feedback
on trainee’s questions or assignments, and the need for frequent
trainee/instructor interaction by telephone, email or other electronic media
means is a determining factor for successful distance learning.
|
CD-ROM Based Distance Learning CBL Completion |
|
Serial |
Student Identifier |
Completed CBL |
|
a. |
1 |
XXXXXXXX |
|
b. |
2 |
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX |
|
c. |
3 |
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX |
|
d. |
4 |
XXXXXXXX |
|
e. |
5 |
XXXXXXXXXXXXXXXXXXXXXXXXXXXX |
|
f. |
6 |
XXXXXXXX |
|
g. |
7 |
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX |
|
h. |
8 |
XXXXXXXXXXXXXX |
|
i. |
9 |
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX |
|
j. |
10 |
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX |
|
k. |
11 |
XXXXXXXXXXXXXX |
|
l. |
12 |
XXXX |
|
m. |
13 |
XXXXXXXXXXXXXX |
|
n. |
14 |
XXXX |
|
o. |
15 |
XXXXXXXX |
Table 2: Final Student CBL Completion Rate
Results of the case study were considered and the following findings are
presented:
- Average
time taken by trainees to complete the CBL phase of training.
All trainees stated throughout the pilot that they felt they
needed more time to complete the modules, without quantifying their
statements. 60% stated that there was insufficient time allocated to gain
an understanding of the course subject matter. Only four trainees
quantified the time taken to complete the CBL material phase. The average
time taken by trainees to complete the DL phase of training was 1805
minutes against the curriculum estimate of 2960 minutes,
this would seem to contradict earlier trainee statements.
- Effect
of the CBL package on trainee comprehension and retention.
All 10 trainees found the CBL package did not provide them with enough
information to complete the assessment requirements. While the trainees
stated they were generally happy with the CBL package during the 9-day
Phase, they appeared less satisfied during the residential phase. Poor
initial assessment resulted from a combination of failure to complete all
training material, retention of learning over an extended timeline,
instructor/cultural resistance and the course structure.
- Effect
of the CBL package on trainee assessment in the residential phase.
Considerable instructor effort was put into revision on the residential
phase, due to the assumption by trainees that the training contained in
the CD-ROM packages would be repeated. Although only one Post Course Retest
resulted from the course, the ability of the instructors to provide
revision to ten trainees was recognized by the trainees as a significant
contributor to their final assessment result.
- Efficient
use of mentors. There is nothing to indicate the
mentors could be used any more efficiently than they were. Trainees were
more than satisfied with the knowledge of instructors throughout the
entire course, however while noting instructor access problems, trainees
did not indicate that this effected their results.
- Time,
resources and the format for instructor/mentor preparation.
It is vitally important that instructors are very familiar with the CBL
package prior to the course. This indicates a requirement for a
familiarization period, which would very much depend on the instructor’s
previous experience with the CBL package. The 9-day phase provides
an ideal preparation period for the DS leading up to the residential
phase.
INDEPENDANT CD-ROMS - A PRECURSOR TO WEB-BASED DELIVERY
Of the 10 trainees completing the pilot S1C-AR, 9 passed completing all required competencies (after additional
training and assessment); 1 soldier was deemed ‘Not Yet Competent’ after
failing to complete a physical skill competency. Army’s post course report
highlighted problems associated with the distance learning aspects of the pilot
course (figure 2), recommending that the course revert to instructor-led
delivery, failing this recommendation being taken, that the pilot be repeated;
acknowledging the small sample group. These recommendations, however, failed to
address the wider issues that created the initial distance learning
requirement. It was decided that rather than repeat the pilot course and
potentially all the mistakes, a new course would be developed incorporating all
the lessons learnt from the pilot. The most dramatic change to the course was
that the distance learning phase was to utilize a Web-based delivery
methodology.
The
problems experienced in the pilot course outweighed the advantages of using a
media rich CD-ROM delivery in distance learning. This was the Australian Army’s
first training course where CD-ROM delivery failed to achieve the required
outcome, and the decision to move to a more flexible delivery method using a
Web-based delivery platform was the outcome of internal evaluation. Researching
the importance of aligning organisational culture, instructional design and
learners’ needs (Newton & Ellis, 2005 forthcoming), have highlighted Army’s
issues with cultural resistance to distributed learning, use of cutting edge
technologies and the desire to embrace technology both for a combat multiplier
and expected return on investment savings.
THE MOVE TO WEB-BASED DELIVERY: THE NEXT STEP
The move to a Web-based delivery system overcomes time and space barriers confronting any large organization such as faced by Army when compared to any other distance media solution (Paper / Video / CD-ROM). The educational uses of the Web provide organizations with the opportunity to interact with trainees on a far more personal level than ever before. In an environment where understanding the individual is essential, knowing the capability of a person and how they will react to task related stresses, Web-based courses provide the opportunity to be the vehicle to collect data that not only includes simple results and tabulated data but the ability to capture how a person thinks and acts in particular situations. The challenge for Army will be its willingness to embrace Web concepts and apply appropriate instructional design methodologies.
Wulf (1996) has proposed that distance learning over
the Web takes one of the following forms:
· Downloading of course
materials or tutorials;
· Interactive tutorials
on the Web;
· Real-time, interactive
conferencing;
·
Electronic mail (delivery of course materials, sending in assignments,
getting/giving feedback, using a course listserv, such as an electronic
discussion group);
· Bulletin
boards/newsgroups for discussion of special topics;
· Intranet, websites
protected from outside access that distribute training; and
·
Informatics, the use of online databases, library catalogs, and gopher and
websites to acquire information and pursue research related to study.
Instructional theorist, Robert Gagne, developed
9 platforms for instructional design when combined makes up a practical process
for effective learning. Most instructional design is based upon these platforms
and the process is widely used in instructional practice. It is argued that
Gagne’s principles of instructional design (Oliver, 2000) should also apply in
any Web-based training situation, integrate and expand on Wulf’s distance learning list. However, the success of any learning instance is the
merger of: applying instructional design principles, appropriate technology
discipline and the organization’s development culture. In this case study Army
had all of the components required, its CBL material had been developed using
proven instructional design principles and had been validated in residential
learning courses. It was felt that the technical issues had been covered with
the issue of laptops with preloaded courseware. Army’s major concern was with
creating a course structure that could be delivered over Defense’s intranet.
The original CD-ROM training’s contained a large amount of media rich content:
video and computer simulations. Army sought to use a hybrid solution to resolve this
issue. A further complication was with the courseware itself, designed for
high-end CD-ROM delivery was it valid for Web-based delivery?
The design of the Web-based course structure incorporated all the lesson’s learnt from the initial Corporal Pilot course. Adopting Web-based concepts meant that existing technologies and infrastructure was available which reduced the resource burden created by the need to distribute laptop computers and providing technical support by distance. An organizational resource constraint was also placed on the Web delivery project, where Web-based delivery was restricted to the original 9 day distance / Web-based delivery containing a 2 day residential followed by a 16 day residential course. The prescribed option involved the introduction of three new Active reserve course modules, a choice of attending either a 9-day distance course or a 9-day residential course and a compulsory 16 residential course. The 9-day residential and 9-day distance learning delivered courses contain identical content delivered in 3 modules. Figure 3 details the break-up of each module, including competency units completed. Trainees will receive modules A – C in the same order for each course, however, trainees opting for the distance training mode will have 12 months to complete the 9-day and subsequent 16-day training phases. Noting that Army’s requirement not to repeat the errors of the previous pilot course and the wealth of information available on the Web network, the new course design should enable instructors and learners access to learning resources like never before.
Figure 3 Modules A, B and C
Composition for the 9-Day Distance Learning Component
To
complete the course trainees must finish all competencies contained in the Active Reserve
course, requiring 24.5 training days. This course is designed to be delivered
in two parts, an initial 9-day phase and subsequent 16-day phase. Module D
includes classroom based elements of the original CD-ROM based training. Figure 4 details the competency units and module aim for the 16-day
residential course.
Figure 4 Module D Composition for the 16-Day
Residential Learning Component
The
9-day phase will enable trainees to demonstrate that they have mastered 7 of
the 10 Corporal competencies required to complete the entire S1C-AR course.
Trainee’s will be able attend this phase in either a residential or distance
learning mode. This 16-day phase will consist of 11 days in barracks and 5 days
in the field. While in the barracks, trainees will concentrate on
delivering Training and Defensive Operations theory. The field component
will include mastery of Defensive Operations and provide vehicle for trainees
to demonstrate aspects of previous theory. Figure 5 reveals the
flexibility Army has adopted for this course. Unique for Army is the ability
for trainees to move between distance and residential training modes. This
structure was also seen to benefit reserve soldiers as some courses are only
offered annually in some regions.
THE WEB-BASED DELIVERY: A LEARNING MULTIPLIER
By utilizing technology, an
organization can affect workplace efficiency, and it would be expected that
adopting the technology for the expected efficiency would be the driver for
introducing the technology in the first place. Efficiencies can come in many
forms and as stated in this case, Army was looking for financial return on its
investment. However, Web-based learning has the potential to produce a
multiplier effect when viewed with vision.
“I concede that we will need to devote considerable resources to training our people. We will have to move from a ‘training’ to an ‘educational’ culture within Army. More than ever in our history we will need to concentrate on teaching our people how to think-rather than what to think.”
Chief of Australian Army Lieutenant General P.F. Leahy, AO September 2004
General Leahy shows vision in acknowledging
that Army’s training system is currently highly focused on a hierarchical model
using pedagogical strategies where instructors feed information to their
trainees. By adopting an educational culture, Army gains the benefits of
Web-based training, compared to traditional instructor-led training including
all those shared by other types of technology-based training (Kerka, 1996). These benefits include: training that is
usually self-paced, highly interactive, results in increased retention rates,
and has reduced costs associated with student travel to an instructor-led
course. When compared to CD-ROM training; however, the benefits of the Army
moving its distance training to a Web-based format is that access to the content
is constant and requires no distribution or upkeep of physical CD-ROM
materials. Web-based training has additional training benefits, including:
- Universal
24/7 Trainee Access. Trainees had always have access to a
huge library of training and doctrinal information whether they are
working from their office, home or training centre. This information is
available as either a doctrine library, in form of CD-ROMs, known as the
Army Doctrine Electronic Library (ADEL) or CD-ROM Course Volumes (such as
the Subject 1 Corporal Course). Army’s doctrine has been distributed by
either CD-ROM or Intranet since 2003, when paper based (Doctrine Manuals)
distribution ceased.
- Equipment
is available and inexpensive. Current ADEL or CD-ROM
Course Volumes require a high end Pentium 4 computer system. This lead to
the issuing of laptops to the pilot course trainees; of the trainees
having computers 1 trainee had a Macintosh computer and 8 Windows based
but not up to specification. A majority of computer systems today are equipped
with a modem and an Internet browser that can access the Web-based
training material. Army’s existing office computer specification will
enable trainees access to Web-based training
while additional hardware would be required to run the CD-ROM Course Volumes.
- Trainee
Record Management. Defence has a Learning Management System
(LMS) as trainees complete their training they will be connected to the
network. With CD-ROMs, trainees were required to print reports or save
results to disk, a Web-based learning management system enables the data
to be automatically tracked on a Web server. The data collected can be as
simple as trainee access details, trainee assessment, to detailed tracking
information including on how trainees answer individual questions and how
much time they spent in each module.
- Training
on Demand. With CD-ROM training, trainee’s have access
only to the information that can be held by one CD-ROM or set. The
instructional design for this type of delivery, therefore, has been to
create entire modules and distinct lessons. The current Subject 1 Corporal
course spans 24 CD-ROMS. With a Web-based system, there is no disk storage
limitation and content can be stored and delivered over multiple servers.
Army’s Web-based training will support "learning object"
architecture (Okamoto, Cristea & Kayama,
2000). This design enables content to be chunked into discrete knowledge
objects to provide greater flexibility. Trainees will access these objects
through a pre-defined learning path that will parallel both promotional
courses and soft skill courses.
- Personalized
Training. Trainees can be greeted personally, receive
personal email or relevant alert notices. Trainees participating in
Web-based forums can actively contribute and develop their own databases.
Eventually this could be extrapolated to imagine that trainee data helps
direct the learning experience via the collection of personal information
stored in a Web-based knowledge network. Future training material will be
tailor made to a trainee’s knowledge and experience, this may be
correlated against either a curriculum or set experiences and the
Web-based training will deliver only the training gap.
- Updated
Content. One of the single
biggest benefits to Web-based training is the ease and speed in which
material can be updated. In today's organizational environment, training
programs frequently change in response to change management processes or
unexpected requirements. The Corporal ARTM initiated a curriculum change
but since the Corporal package was developed it has had 641 doctrinal or
error modifications. The Corporal
CD-ROM media must be reduplicated and distributed again to all trainees.
This duplication and distribution has been reported to have occurred
several times since 2000 when the CD-ROM volume was first created. With a
Web-based system all that is required it is copying updated validated
files from a development computer onto a Web Server. The next time a
trainee connects to the Web-based course, they will have the latest
version. Another example is Army’s ADEL series, these disks issued
annually, have limited distribution, were classified restricted and not
universally available to all Army personnel. By being formatted for the
Defence intranet, Army has enabled not only wider access to Army doctrine
but has ensured that the doctrine able to be readily kept current.
Using Web-based training, like all other
training delivery media, has advantages and disadvantages. Instructors and
designer must carefully evaluate each against the course profile for each
option. This multiple pathway is possible due to the Web-based training
advantages detailed in this paper. The move to a Web-based training format will
produce more efficient learning; however at this point not necessarily more
effective. As Dede (1996, p 198.) states, "access to data does not automatically expand students' knowledge; the
availability of information does not intrinsically create an internal framework
of ideas". Army will have to apply Web-based learning strategies to ensure
trainees are able to take advantage of the increased resources and introduce
appropriate distance learning management methods. Army intends to make
Web-based distance learning more effective by adopting standardized Web
standards and strategies; this will provide orientation to both the
organization and the trainee. This will foster learning; assist with trainee’s
self-directed learning and critical reflection skills. Like all learning
situations, we cannot measure how individuals learn, Web-based learning;
however, further expands the potential to collect effective learn materials for
trainees.
CONCLUSION
Army by its nature is a learning organization,
and now more than ever in its history it must deploy emerging technologies
within its training environment. Army has embraced new CBL technologies since
mid 1990’s; however, promptly applied them in a traditional setting. Using
their new, CD-ROM based, distance learning packages in a classroom environment
was an attempt to reduce organizational cultural resistance. This approach
failed Army in two ways; first it hid the fact that Army had not established
the foundations and procedures for distance learning and secondly created
technology infrastructure issues that eroded the mediums support base. It
was not until CD-ROM CBL was introduced in a distance delivery mode that
problems with the methodology were identified. Army’s traditional instructional support,
that was previously available in the classroom, was not suitable for trainees
studying by distance, lacking the immediate response required by trainees. This
reduced support impacted upon instructor supervision and trainees motivation.
Trainees realizing that the course was a pilot expected additional residential
training to support the distance learning phase. When this did not eventuate,
trainees and instructors blamed both CD-ROM content and delivery methodology.
This failure of the pilot course produced a cultural feedback where instructors
demanded the justification of the technology to justify its continued
introduction. It was noted that the role that the instructor played a
significant part in setting the tone and approach of the course. The instructors
view influenced the perceived effectiveness and quality of the distance
learning interaction resulting in the Army evaluation report recommending that
CD-ROMs be discontinued in the current format. This view was increasingly
shared by trainees at the end of the pilot course, enhanced by their lack of
progress under CD-ROM based distance training. However, rather than reverting
to conventional instructor based classroom delivery (as expected by the
instructors), organizational need, based on an increased curriculum with fixed
resources, led the decision to move from a CD-ROM based CBL to the Web-based
delivery.
Distance Learning Managers were required to monitor trainee
progress. The strongest argument for distance education is its potential to
provide instruction to trainees who, because of distance or time constraints,
can not have access to traditional residential based courses, which will now
span 2 calendar years to complete a 24.5 day course. Army, as exhibited by
General Leahy’s address, has responded to Army’s educational cultural need by
providing a variable pathway (Figure 5.) for a course that is to have a large
Web-based component. The CD-ROM based pilot distance learning course was not
seen to be successful. Replacing CD-ROMs with Web-based training programs will
overcome the infrastructure issues identified with the course; however, unless
Army addresses the fundamental structural and management requirements required
for training by distance, it is possible that managers, instructors and
trainees can expect further changes. The Internet is not an answer or a solution,
it is a structure is a set of parameters that can be used to run computer applications, it is the combination of how these applicationsc are used that can provide individual and group
solutions. Web-based delivery of training can overcome the assumed loss of
community by building a learning community that balances the
virtual interaction with direct interaction, Army's solutions reveals that this
will occur in the 9-day learning phase, trainees will be concentrating on
completing a bulk of the analytical competencies. However, no additional
'internet tools' are provided in the form of 'FAQ Web Pages' or 'Internet Chat
Rooms', aspects of community are to be established mid distance learning at a
residential weekend. While this is an improvement over the pilot course where
trainees did not have any peer interaction for three months, their
is no indication that Army understands the concept of Web community or
is willing to change its training culture to incorporate them. This leaves the
16-day residential for trainees to build personal networks.
What is the future of Army’s distance learning
program? The next development stage will see Army apply Web Based instructional design styles to create new CBL course
material. Further alignment of its instructional
and development processes for trainees accessing Web-based training and data
networks will create a more rounded training solution that encompasses peer to
peer and learner to facilitator community. Before this can occur Army will have
to revisit foundations of: distance learning, Internet and Web-based training
delivery tools. This will also require developers to be aware of Army’s
intranet deployment guidelines. Army has the ability to reproduce much of the
media rich CD-ROM delivery, the introduction of the Web-based training
strategies will further enrich this training as trainees gain further
interactive resources. When developers, instructional designers, and subject
matter experts continue to push the potential that the Web-base courses
provide, Army will continue to create dynamic, interactive, and functional training
for their Web courses. Just as Video and Audio tapes were replaced with CD-ROM
technology, CD-ROMs have been relegated by Digital Versatile Discs (DVD) and
this technological hardware progress is occurring at ever increasing rates.
While broadband Internet at T1 rates is the norm in the United States of
America, Australia is quickly moving to not only adopt this technology standard
but to expect it. This will continue to bring media rich recourses to the
trainees but by utilizing the web enhance the training experience.
It is this papers recommendation that Army’s needs to further address fundamental Web-based delivery mechanisms to resolve its training and learning needs; only then will Army achieve its learning multiplier effect.
Acknowledgements
The authors wish to thank the Australian Army, in particular the staff of Headquarters Regional Training Centres, for their assistance with this research. The views and conclusions contained in this paper are those of the authors.
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