CEC Theses and Dissertations

Title

Training a Globally-Dispersed Trainer Population Through Desktop Video-Conferencing

Date of Award

2007

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Computing Technology in Education (DCTE)

Department

Graduate School of Computer and Information Sciences

Advisor

Getrude W. Abramson

Committee Member

Martha M. Snyder

Committee Member

Helen St. Aubin

Abstract

Technology presents great opportunities for developing and delivering education and training. Specifically, audio and video communication technologies have become useful tools for extending the reach of training and staff development. Unfortunately, many of these opportunities are missed due to lack of technology adoption and assimilation. Developing formal training programs is one way to improve organizational effectiveness. Therefore, it is essential that organizations design and implement training programs that are efficient and address relevant job competencies. Training managers and development executives are eager to leverage technologies to train and support employees. Today's institutions and organizations rely to a large extent on training, and there is ample reason to believe that the importance of training for organizations will continue to increase in the future. The quality of employees and their development through training and education are major factors in determining organizational growth. Desktop video-conferencing (DVC), when used effectively can present an effective channel for training at a distance.

The goal was to establish a model training process for DVC instruction that addressed the professional development needs of a globally-dispersed trainer population. Trainers completed a needs assessment that translated into a needs-driven instructional design. Course content was developed to meet specifications of a predefined template to be delivered by the technology. Implementation of the training was guided by six interrelated components of training that included conceptual framing, guided practice, establishment of evaluation benchmarks, provision of social and technical support and retraining. Participants were provided opportunities for hands-on and collaborative activities during the training. The study contributed to the knowledge base of training and learning technologies and provided practical uses of DVC for professional development of distant trainers.

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