Web-based training (WBT) is a new approach to delivering computer-based training (CBT) to mass audiences. As with well-designed CBT, WBT provides self-directed, self-paced instruction in any topic. However, WBT takes advantage of the proliferation of Web browsers and Internet access to deliver media-rich training regardless of the computer platform used.

The World Wide Web (WWW, or the Web) is an ideal vehicle for delivering training to individuals anywhere in the world at any time. Advances in computer network technology and improvements in bandwidth will usher in capabilities for unlimited multimedia access. Web browsers that support 3-D virtual reality, animation, interaction, and real-time audio and video will offer unparalleled simulation training opportunities. With the tools at hand today we can craft highly effective WBT to meet the training needs of a diverse population.

The focus today is on learning how to use the available tools and how to organize content into learning and performance support systems. Training designers are still struggling with issues of user interface design and programming for high levels of interaction. Unfortunately, there are very few examples of good WBT design visible on the public Internet. As instructional designers and training analysts learn how to write and produce WBT, and as training vendors come to realize the overwhelming advantages of this delivery method, we can expect an explosion in training offerings available over the public Internet and private intranets.

Web-based training might be defined as "an interactive learning experience between a learner and a Web-based learning environment in which the Web-based learning environment provides the majority of stimulus, the learner must respond, and the Web-based learning environment analyzes the response and provides feedback to the learner." (Paraphrase of Gery's definition of CBT; Gery, 1987.)

"An interactive learning experience includes what we traditionally think of as a whole training program, but can also consist of learning activities that better exploit the medium. These experiences can take different forms, and many may not resemble training courses at all. Examples might include interactive case studies simulating situations in which learners apply previously acquired knowledge, interactive practice, tests, question and answer sessions, procedural information, and many others." (Gery, 1987)

A D V A N T A G E S   A N D  
D I S A D V A N T A G E S   O F   W B T

WBT may be compared to current implementations of CBT in quality of learning outcomes. But what advantage would a training vendor have in establishing a Web-based learning or performance support site versus producing a CD-ROM or client/server-based learning system, or conducting instructor-led training classes?

Let's look at some of the advantages and disadvantages of WBT over traditional instructor-led or computer-based training.

A D V A N T A G E S

Multimedia Support

Text, graphics, sounds, video, and animations can be added to training modules.

Cost-Effective

Expenses are significantly lower because WBT reduces or eliminates traveling to attend a class, setting up and maintaining classrooms, producing and distributing course materials, updating course materials and redistributing them, staffing classrooms with instructors, and training education staff. Hidden costs such as downtime for students traveling to attend class are also reduced.

Accessible/Platform Independent

WBT makes education accessible to a larger, even unlimited, audience. Open standards ensure that training is immediately available on a variety of hardware platforms and operating systems. This may open up vast, previously untapped markets. Students are not constrained by classroom size, course schedules, or the availability of instructors. And because there are no physical borders or chronological boundaries, students can access education from anywhere in the world, at any time. The potential for a truly virtual classroom resides within WBT.

Convenient

Students can learn at their own pace, whether browsing through general information or completing a comprehensive training program. They can also access education from anywhere they have a connection.

Maintainable

The central server allows for content to be quickly and easily updated and maintained. Gone are the days of training materials that were outdated before they even made it to press. Because the content is Web-based, changes can be made immediately accessible to students, eliminating out-of-date materials and the costly, time-consuming revisions required for CBT. There is a much quicker turnaround time to finished product.

Customized

Every learner is different and has different education needs. While classroom instructors are hard-pressed to tailor their instruction to the needs of individual students, Web-based education allows students to take learning into their own hands. From the wealth of information available to them, they can select a course plan and level of detail or media type that work best for them. Learners can also select the degree of modularity required for the task at hand.

Administration

Access to a Web-based system is controllable. Users can be billed by user ID, number of accesses, or date and time of access. Options can be provided for installations on private networks for security or greater bandwidth.

Web-Based Performance Support Systems (WBPSS)

Multitasking capability is suitable for electronic performance support systems (EPSS), and links are available to other resources such as libraries and knowledge bases. Options may also be available for linking to other learning systems or knowledge databases on the Web.

D I S A D V A N T A G E S

Slow Access

Bandwidth and browser limitations may restrict instructional methodologies. The time currently required to transmit large video, audio, and graphic files may put a major constraint on the use of these media for an Internet solution.

Administration

For WBT, someone must provide server access, pay-per-use, subscription. billing, and passwords. Administration is also needed to ensure that links to related reference materials are current.

Maintaining Learner Control

When courses are delivered over the Web, users can change many aspects of the interface: fonts, font size, colors, and so on. Different browsers support features such as forms and tables to varying degrees. It is also difficult to control the learner environment—a learner can access virtually any topic, even if it is irrelevant to the task at hand.

Limited Interactivity

The amount and type of interactivity available over the Web is limited. This is changing with the introduction of products such as ShockWave, Java, and ActiveX, but traditionally the Web has been designed for information display rather than student interaction.

Required Applications

Additional software in the form of plug-ins or downloadable players may be required before learners can play audio or video files. This limits the usefulness of some sections of a WBT program. (Oracle, 1995; Barron, 1996)