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Papers and reports from the ADL Training Evaluation Team.
   
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Do the Most Satisfied Students Learn the Most.aspxDo the Most Satisfied Students Learn the Most2/27/2009
What is the relationship between trainee satisfaction with a course and the actual amount trainees learn from the course (i.e. the course’s successfulness)?  Does one exist?  This article details a study conducted to answer this question.  In it, researchers measured trainees’ reactions to the course by means of a post-training survey and compared them against measures of their skill and knowledge acquisition.  The ultimate result of this study was the finding that student satisfaction with a course did not actually hold a strong correlation with the amount of learning resulting from the course.  The article suggests that though measures of trainee satisfaction can be used to gauge other aspects of the course, the most effective way of measuring the gaining of new knowledge and skills is through learning measures such as exams (or, when this is not feasible, through surveys measuring self-efficacy, or the trainees’ confidence that they can implement the new skills and knowledge gained).
Effectiveness of Web-based Instruction.aspxEffectiveness of Web-based Instruction2/27/2009
Web-based technology is becoming more and more ubiquitous in the every day lives of nearly all people in many respects, including in the arena of education.  This article details the examination made by its authors of the effectiveness of Web-based learning relative to traditional classroom learning, through 208 studies, in terms of the satisfaction and ultimate learning of the trainees.  Upon finding that no significant variation exists between the two methods of training, the authors of this article detail ways in which the effectiveness of e-learning can be bolstered.
Gaining Time Efficiencies from Web-Based Instruction.aspxGaining Time Efficiencies from Web-Based Instruction
Research shows that the benefits of online instruction are maximized when instructional designers leverage the flexibility of learning technology, such as providing learners with control over their instructional experience. Classroom instruction often assumes all trainees begin a course with the same knowledge level and requires trainees to learn the same content in the same timeframe. However, online training allows instruction to be individualized and adapted to trainees’ existing knowledge and rate of learning, potentially increasing efficiencies and lowering costs. This paper outlines the results of analyses conducted by the ADL Research and Evaluation Team examining the time efficiencies that can be realized through Web-based instruction.
Incorporating Blogs in Training and Education.aspxIncorporating Blogs in Training and Education12/10/2008
Web-logs, or "blogs,” are online journals that individuals typically use  to write about their life or to provide a commentary on current events.  Increasingly, educators are using them as tools for learning.  This article details the ways in which educators can and have utilized blogs to increase learners’ engagement, reflection, and collaboration in a class, as well as reduce feelings of isolation in a distributed learning class.  The article examines a series of case studies involving blogs, and the results of their implementation in learning environments.
Selecting Criteria for Evaluating Training.aspxSelecting Criteria for Evaluating Training2/10/2009
In order to efficiently evaluate the effectiveness of its training programs, an organization must draw upon a variety of sources for a systematic collection of information regarding the training programs it has chosen to implement.  This article details the information necessary for an organization to make informed decisions in selecting the criteria most relative to assessing their training programs and most appropriate to their organizational objectives.
Training Intervention Reduces Attrition.aspxTraining Intervention Reduces Attrition
Numerous observers have noted that attrition may be problematic in online instruction (Levy, 2007; Rosset & Schafer, 2003). In fact, evidence suggests that drop-out rates for online courses are often double those found in traditional, on-site courses (Levy, 2007). During online instruction, trainees are often given control over their instructional experience and dropping out is as simple as turning off their computers. This paper outlines the results of a study conducted by the Research & Evaluation Team to examine the effects of an intervention to reduce attrition in onine training.
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