Learning and Transfer in Two Web-Based and Distance Applications

In recent years, the advancement of technology has resulted in the need for people to acquire highly complex skills in order to use and maintain that technology (Barry & Runyan, 1995; Greenspan, 2001). Consequently, the demand for ongoing innovations including Web-based and distance training has increased. Although Web-based training can be in a classroom (i.e., students in a computer lab all using Web-based training software together) or at a distance (i.e., students at their homes using Web-based software with no interaction), distance training can be Web-based or it can take many other forms (such as correspondence or video courses). Although sending personnel to training sites can be costly, recent surveys have found that considerable cost savings with comparable training outcomes can be acquired through the use of distance learning (Russell, 1999/2001). For example, the Asynchronous Computer Conferencing used by the Army resulted in comparable performance between resident and Asynchronous Computer Conferencing students but cost less (Hahn, 1990). However, even though distance learning in some form has been available for many years (e.g., correspondence courses), studies focusing on the Internet/Web-based training have only recently been performed and relatively few have examined the effectiveness of the technology for knowledge acquisition (Boling & Robinson, 1999; Kerka, 1996). ¹ With increasing use of these technologies, research focused on the factors that improve learning from this type of training would be beneficial.