Web-Based Training. ERIC Digest No. 218.

Autor/in	Brown, Bettina Lankard
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Web-Based Training. ERIC Digest No. 218.
Quelle	(2000), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Comparative Analysis; Delivery Systems; Distance Education; Educational Demand; Educational Needs; Educational Technology; Instructional Effectiveness; Internet; Learning Processes; Outcomes of Education; Postsecondary Education; Program Design; Program Effectiveness; Program Implementation; Student Participation; Teacher Student Relationship; Training Methods; Web Based Instruction + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Auslieferung; Distance study; Distance learning; Fernunterricht; Bildungsanforderung; Bildungsnachfrage; Educational need; Bildungsbedarf; Unterrichtsmedien; Unterrichtserfolg; Learning process; Lernprozess; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Programme design; Programmaufbau; Programmplanung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Didaktik; Trainingsmaßnahme; Web Based Training
Abstract	Reduced training costs, worldwide accessibility, and improved technological capabilities have made Web-based training (WBT) a viable alternative to classroom instruction. WBT enables businesses to cut their training costs. Efficiency of operation is another major advantage of WBT. The flexibility of time, place, and programs offered via WBT appeals to learners who must balance school with work and home responsibilities. Task- and detail-oriented people who are focused in their study habits and engaged in learning tasks requiring creative thinking and analysis are most successful in using computer-based, online programs. Virtual classrooms can be asynchronous and synchronous. Asynchronous classrooms allow students and instructors to engage in collaborative learning activities without being online at the same time. Synchronous classrooms are more reflective of traditional classrooms because they allow instructors and students to be online simultaneously. WBT programs must be designed to accommodate learners' needs, allow learners the freedom to follow unique paths to learning in their own cognitive styles, and require students to construct meaning. Studies of the advantages and disadvantages of WBT training have identified tips to help instructors use the Web's technological capabilities to advance their teaching and learning goals with the same quality achievable through the best classroom instruction. (Contains 14 references.) (MN)
Anmerkungen	For full text: http://www.ericacve.org/fulltext.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC