Technology Can Be A Vital Component Of Training Deliv 651570
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. Support your positions with references from required readings or from other valid sources. Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
Paper For Above instruction
The integration of technology into training delivery has revolutionized the way organizations facilitate learning, significantly enhancing the transfer of knowledge and skills among learners. Leveraging online platforms, multimedia tools, simulations, and mobile applications, technology provides flexible, accessible, and engaging learning environments that align with modern learners’ preferences and needs. This essay explores how technology benefits the transfer of learning, examines organizational utilization of these tools, and evaluates their appropriateness within various learning contexts.
One of the primary advantages of technology in training is its capacity to facilitate experiential learning through simulations and virtual environments. For example, virtual reality (VR) and augmented reality (AR) enable learners to immerse themselves in realistic scenarios without the risks associated with real-world practice. This experiential approach enhances retention and application of skills, as learners can repeat simulations and receive immediate feedback (Freeman et al., 2017). Moreover, online learning platforms such as Learning Management Systems (LMS) facilitate asynchronous learning, allowing employees to access training modules anytime and anywhere, which supports the transfer of training to the job through flexible, learner-centered approaches (Sitzmann & Ely, 2011).
Organizations across various sectors have effectively utilized technology to improve learning outcomes. For instance, IBM employs advanced e-learning modules and virtual labs to train their global workforce, ensuring consistency and scalability in their training programs (Russell, 2018). Similarly, healthcare organizations leverage mobile apps and online modules for continuous professional development, enabling practitioners to update their skills regularly and conveniently. These examples demonstrate how technology can optimize training delivery, making learning more effective and aligned with organizational goals.
The appropriateness of the technology used in learning depends on several factors, including the training objectives, target audience, and resource availability. For example, while VR and AR are highly engaging and effective for technical skill development, they require significant investment in hardware and software infrastructure, which may not be feasible for all organizations. Conversely, simpler tools like video lectures and online quizzes are more accessible but may lack the interactive depth needed for complex skill acquisition. Therefore, selecting the appropriate technological tools necessitates careful consideration of the training context and desired outcomes (Clark & Mayer, 2016).
In conclusion, technology significantly enhances the transfer of learning by providing engaging, flexible, and scalable training solutions. Organizations that effectively leverage technological tools—such as virtual simulations, online modules, and mobile applications—can achieve improved learning outcomes and better align training with organizational needs. However, ensuring the suitability and accessibility of these tools remains vital to optimize their effectiveness in various learning environments.
References
Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Wiley.
Freeman, D., et al. (2017). Virtual reality in education: State of the art and future directions. Journal of Educational Technology & Society, 20(3), 93-107.
Russell, B. (2018). Leveraging virtual labs and e-learning in corporate training: A case study. International Journal of Training and Development, 22(2), 87-103.
Sitzmann, T., & Ely, K. (2011). A meta-analysis of adult learning and training transfer: Implications for designing effective training programs. Human Resource Development Quarterly, 22(2), 139–161.