Web‐Based Training

Citation

Barker, A.L. (2000), "Web‐Based Training", Library Management, Vol. 21 No. 9, pp. 501-508. https://doi.org/10.1108/lm.2000.21.9.501.8

Web‐based training (WBT), sometimes called Internet‐based training or online training, is becoming an important tool for trainers and courseware developers, as it offers much flexibility for learners and their employers in terms of cost and time savings and delivery of up‐to‐date material. Colin Steed sets out here to promote the benefits of WBT to managers and organisations. The author is the founder of the Training Information Network and the Institute of IT Training, and editor of IT Skills.

In the Introduction, Steed lists some key benefits of WBT, such as effectiveness, convenience and price, and gives examples of how WBT has helped two UK organisations. Steed goes on to consider justifications for WBT (Chapter 1: Why Web‐based training?), organisational and instructional advantages of WBT and current training methodologies (Chapter 2: The learning implications), types of WBT courses currently live on the Internet (Chapter 3: WBT in practice).

To be effective, WBT must be more than just computer‐based training delivered over the Internet or an Intranet. Students in the traditional classroom setting often value most the interaction they experience with their fellow students and instructors; they can get individual attention, ask questions and get feedback on their work. Steed recognises that these communication and collaboration aspects act as crucial support mechanisms for learners and that WBT must do the same. In Chapter 4 (What’s currently available? Integrated curriculum management systems) he describes ten systems designed to run on a company intranet or by training providers, which offer administration and course delivery, including registration, usage tracking, “chat” areas and tutor/student communication. Chapter 5 (What’s currently available? Online curriculum delivery sites) describes 22 of the best‐known Web sites offering online training (there is a more comprehensive listing of sites in the Appendix).

Four short reports (hardly the “in‐depth case material” promised on the dust cover) are presented in Chapter 6 (WBT in use), showing how four organisations have used WBT to improve the effectiveness of their training. The organisations featured are Civil Service College/Ford Motor Company, Glaxo Wellcome, Thames Valley Enterprise and Derwentside College of Further Education. Chapter 7 covers Evaluating and justifying WBT for your organisation, and Chapter 8 (Training and learning: the way ahead) looks at trends in training and the future of WBT.

Overall, Steed presents a good, current overview of the state‐of‐the‐art in WBT in the UK and the benefits of and justifications for using WBT in a corporate setting. Very few limitations or drawbacks are mentioned; this is basically a sales pitch for WBT.