Computer Literacy, Effective Training, and Technology: A Comparison of In-Person and Computer-Based Behavior Skills Training of Practical Assessments and Software Utilization

Abstract

An initial group study investigated the relationship between pre-existing computer-use skills and acquisition following computer-based instruction (CBI) in the form of a computer-based behavior skills training (BST). Findings suggest that when learning a software skill, participants’ computer skills prior to the training did correlate with observed learning measures; most participants did demonstrate improvement following training, but greater improvement was observed in those with better computer skills. However, due to limitations resulting from both an inability to complete within-subject comparisons and participants being trained on only one skill, conclusions could not be drawn. An additional study investigates the correlation between pre-existing skills and acquisition while also directly comparing training delivery methods (live versus CBI) for different types of skills being taught (software and practical/hands-on). This study taught each participant four skills, two via computer-based BST (one software skill and one practical skill) and two via in-person BST (also one software skill and one practical skill). Results indicate that both in-person and computer-based BST are effective training modalities across multiple tasks. Additionally, correlations are observed between computer proficiency and learning gains when the skills are learned via computer-based training. This could lead to conclusions regarding the effectiveness of CBI versus more traditional training methods and the skills an individual should demonstrate if he or she is expected to learn effectively from CBI. Implications for the ongoing utilization of computer-based training in organization are discussed.