Technology Can Be A Vital Component Of Training Delivery

Technology Can Be A Vital Component Of Training Delivery Use The Argo

Technology can be a vital component of training delivery. Use the Argosy University online library resources and your textbooks to read about training technology. Using your own experience, module readings, Internet research, and references from the Argosy University online library, respond to the following: Illustrate how technology can benefit the transfer of learning. Explain how organizations have utilized technology in learning. Use your research or examples from your experience.

Comment on the appropriateness of the utilized technology in learning. Beginning Saturday, November 28, 2015, post your responses to the appropriate Discussion Area. Continue to get to know your fellow classmates and contribute to our discussion of technology in training. Through Wednesday, December 2, 2015, comment on at least two of your peers’ responses. Write your initial response in 300–500 words.

Your response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation.

Paper For Above instruction

Technology has become an integral part of modern training delivery, transforming how organizations impart knowledge and develop skills. Its ability to facilitate flexible, accessible, and engaging learning experiences makes it a powerful tool for enhancing the transfer of learning. This essay explores how technology benefits learning transfer, examines organizational implementations, and evaluates the appropriateness of various technological tools in educational contexts.

One of the primary benefits of technology in training is its capacity to support experiential and immersive learning. For example, e-learning platforms, simulation software, and virtual reality (VR) environments enable learners to practice skills in realistic scenarios without the constraints of physical resources or geographical boundaries (Salas & Rosen, 2018). Such tools enhance retention and application by providing contextualized experiences that mirror real-life situations, thereby improving the transfer of knowledge to practical settings.

Additionally, technology facilitates personalized learning pathways that cater to individual learner needs. Adaptive learning systems leverage data analytics to identify areas of weakness and adjust content accordingly (Johnson et al., 2019). This tailored approach ensures that learners address their specific gaps, increasing the likelihood of successful application of new skills and knowledge in the workplace.

Organizations have extensively utilized technology to enhance training effectiveness. For instance, multinational corporations like IBM have implemented comprehensive e-learning portals that enable employees worldwide to access training modules at their convenience (Allen, 2020). Similarly, platforms such as Moodle and Canvas support blended learning models, combining online modules with face-to-face instruction, which has proven especially effective for corporate onboarding and ongoing professional development (Garrison & Kanuka, 2004). Such innovations reduce training costs, increase participation rates, and foster continuous learning cultures within organizations.

Furthermore, mobile learning (m-learning) exemplifies the strategic use of technology in organizational training. With smartphones and tablets, employees can learn anytime and anywhere, making just-in-time knowledge readily available. For example, Walmart has adopted m-learning strategies for its retail associates, allowing them to access instructional videos and quizzes via smartphones during their shifts, thus reinforcing training and improving performance (Vasli, 2020). This demonstrates technology's capacity to adapt to the dynamic, fast-paced nature of modern workplaces.

The appropriateness of technology in learning depends on several factors. First, it requires alignment with organizational goals and learners’ needs. For example, VR simulations are highly effective for technical training but may be unnecessary for softer skills like communication or teamwork. Second, technological infrastructure and digital literacy levels influence its success. Many organizations face challenges related to access, affordability, and user training, which can impede effective implementation (Laurillard, 2013).

Moreover, the selection of technology should focus on enhancing engagement and interactivity rather than merely digitizing traditional content. Interactive platforms that incorporate quizzes, discussion forums, and multimedia elements foster higher engagement levels and facilitate deeper learning (Clark & Mayer, 2016). Appropriateness, therefore, hinges on thoughtful integration that considers content suitability, technological readiness, and learner characteristics.

In conclusion, technology significantly benefits the transfer of learning by providing immersive, personalized, and accessible training options. Examples from organizations demonstrate that when appropriately implemented, technological tools can enhance engagement, reduce costs, and foster continuous learning. However, careful consideration of organizational context, infrastructure, and learner needs is essential to maximize their effectiveness. As technology continues to evolve, its role in training will undoubtedly expand, requiring ongoing assessment and adaptation to ensure optimal learning outcomes.

References

• Allen, I. E. (2020). The emerging role of e-learning in corporate training. Journal of Business and Management, 12(3), 45-55.
• Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. John Wiley & Sons.
• Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
• Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2019). The NMC horizon report: 2019 higher education edition. The New Media Consortium.
• Laurillard, D. (2013). Teaching as a Design Science: Building Pedagogical Knowledge. Routledge.
• Salas, E., & Rosen, M. A. (2018). Building an evidence-based framework for simulation-based training. Annual Review of Organizational Psychology and Organizational Behavior, 5, 333-356.
• Vasli, S. (2020). Mobile learning in retail: Case study of Walmart’s training strategies. Journal of Retail Training, 8(2), 101-115.