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Assignment 2

Blended learning, a combination of traditional face-to-face instruction and computer-mediated instruction has now become a corporate buzzword (Lamb 2001 cited in Bonk & Graham 2006). According to surveys published in the United Kingdom, most companies in the United Kingdom and North America already find Blended Learning effective and have adopted a blended approach for training (Bonk & Graham 2006). According to Graham (2006), blended learning is increasingly being used in corporate circles, and countries like Australia and Taiwan have jumped onto the bandwagon and are increasingly using a blended approach in training (Graham 2006 cited in Bonk & Graham 2006). This review will evaluate how TransAsia Airways and The Australian Army have adopted methods of Blended Learning into their training programs. The amount of face-to-face training that is present will also be examined to determine whether the amount of trainer contact present in training was successful or not.

In the Australian Army, e-learning courses were implemented “to encourage more flexible learning opportunities” (Bushell 2004 cited in Newton & Ellis 2007 p.547). Web-based e-learning courses as well as CD-ROM packages were developed to replace the training of navigational and first aid skill areas. The Australian Army in the past has focused all its training on the behaviourist model with almost all skills being taught in practical real life model situations. The implementation of e-learning was part of a wider aim that sought to “transform the training focus from training delivery to facilitated learning” (Newton & Ellis 2007 p.547).

 

Army officers were issued with CD-ROM packages and were instructed to complete all modules at their own pace. They were provided with instructor support via email and telephone, however because this support was so limited, the e-learning course failed. The Australian Army then decided to adopt a blended approach to learning by setting up residential classrooms with computers and trainers had to be brought back to regain control over learning processes by implementing a more instructor-led approach to e-learning (Newton & Ellis 2007).

Therefore when evaluating how blended learning was implemented in the Australian Army it was interesting to notice that the army has more success with the approach than its first single delivery method approach of computer training alone. The presence of the trainer created a ‘blended’ learning experience for learners that was effective because of the support and guidance that trainers produced.

 

At Taiwanese company TransAsia Airways, blended learning was implemented from the start exposing pilots to a mix of; face-to-face training, computer mediated training, freedom to implement training in practical hands on situations, and mentoring programs, making up a well rounded learning experience that pilots enjoyed (Chuang et al. 2008). The aim was for experienced pilots to pass on knowledge to younger pilots through a medium that was digitalised and localised. Face-to-face training was given to experienced pilots to assist them in improving their ability to mentor and teach. Managers backed all learning processes and took a supportive stance in encouraging pilots to apply this knowledge in practice.

 

In 2004, it was decided that TransAsia airways would replace traditional training with e-learning (Chuang et al. 2008). This decision saw the application of e-learning to regular pilot training as this was seen as a way of digitalising and localising material for younger pilots. The course gave pilots access to knowledge from much more experienced pilots, which they could learn from in their own time (Chuang et al. 2008).
 
Through successful implementation of this e-learning course, “new learning cultures were born in TransAsia airlines” (Chuang et al. 2008 p.31) and both pilots and managers were happy with the positive results. Pilots engaged with material and made fewer mistakes on the job, and managers were pleased with the cost saving benefits that the e-learning course had created.

 

According to Fox (2002), blended learning must include a combination of elements including “advanced supportive learning services” (Fox 2002 p.26), classroom training, and live self-paced e-learning. Marintz (2008) also supports the element of support and face-to-face meeting, as he believes this to be “the key motivator of blended learning interactions” (Maintz 2008 p.4). To have a trainer in an e-learning course keep in contact with learners is important in order to maintain bonds of interpersonal connectedness and make learners feel supported and connected (Wagner 2006). A trainer must be present at the start of an e-learning course so that learners receive a proper induction before starting the course. In order to meet learning outcomes, learners need to progress through modules, often at their own pace, and be in contact with a trainer or facilitator who monitors their progress and helps personalise their learning pace and process.

It is therefore interesting to see how in the above two case studies it was important to have an appropriate balance between computer mediated training and face-to-face training. In the first case study, this blend was only realised after a first implementation attempt failed. In the second case study however, Chuang et al. (2008) claimed that the reason for the course’s success was because all designing of the course was well thought out and planned. The right blend was achieved and learners and managers were happy (Chuang et al. 2008). In conclusion, it is my belief that face-to-face training compliments other modes of delivery and supports e-learning courses. Learners must be able to connect trainers and receive the support and guidance they need to acknowledge the meaningfulness of the course that they are completing. The Australian Army and TransAsia airways have both provided this for learners making their implementation of blended learning successful.

 

 

 

References:

Ashman, P. & Ellis, A. 2005, One Step Away From Web Based Delivery: Australian Army Case Study, AusWeb05, Gold Coast Australia, 1 September 2008, http://ausweb.scu.edu.au/aw05/papers/refereed/ashman/index.html

 

Bonk C.J. &  Graham C.R. (eds) 2006, The handbook of blended learning, Pfeifer John Wiley and sons, inc., San Francisco

 

Chuang, C., Chang, M., Wang, C., Chung, W. & Chen, G. 2008, ‘Application of E-Learning to Pilot Training at TransAsia Airways in Taiwan’, International Journal on E-Learning, vol. 7, no. 1, pp. 23-39.

 

Fox, M. 2002, Keeping the blended promise, Elearningmag.com, March 2008, pp. 26-30.

 

Graham, C.R. 2006, ‘Blended Learning Systems: Definition, Current Trends, and Future Directions’ in C. J. Bonk &  C. R. Graham (eds), The handbook of blended learning, Pfeifer John Wiley & sons, inc., San Francisco, pp. 3-26.

 

Mainzt, J. 2008, ‘Synthesizing the face-to-face experience: e-learning practices and the constitution of place online’, Social Geography, vol. 3, no.1,  pp. 1-10.

 

 

Wagner, E.D. 2006, ‘Experiences for the next generation of blended learning’ in C. J. Bonk &  C. R. Graham (eds), The handbook of blended learning, Pfeifer John Wiley & sons, inc., San Francisco, pp. 41-56.