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Evaluating application software training methods.

Article Excerpt
Abstract

As microcomputer is used increasingly in business environments, effective training method for computer application software is indispensable. Computer software instructors have difficulty in choosing appropriate instructional approach and teaching material for their students. This study explores the learning behavior and the outcome under different instructional techniques. It is found that learners might not fully benefit from the project-based training material. The aim of the paper is to arouse further investigation on the essential elements for effective computer application software training.

Introduction

As computer application software is being adopted increasingly within business environments, employees strive for keeping their computer skills in pace with the rapid changes in computer technology (Harp, Taylor, & Satzinger, 1998). Training not only can improve user's ability but also can motivate user to use the software (Nelson & Cheney, 1987; Olfman & Bostrom, 1991). Effective software training methods are essential for teaching learners to use the software and training them to become self-learners for the new versions of the software.

There are varieties of software training material and textbook of different instructional approaches available in the market. Given that learners need to transfer their knowledge from learning setting to business setting, the project-oriented textbook becomes commonly used in educational institutions and is suggested to be one of the most effective approaches for learning software skills (Lambrecht, 2000; Orr, Allen, & Poindexter, 2001). Rather than teaching discrete functions of software, the project-based textbook integrates practical applications as projects to be accomplished. Usually, this type of textbook consists of projects simulating real world business situation with scenarios and practical problems. The instructions are presented in an easy-to-understand way. The tasks required to complete the project are clearly shown using a step-by-step and screen-by-screen approach, with the steps being highlighted and accompanying with full-color screen illustrations. In addition, the book includes detail explanation on each task with 'Other Ways' sections suggesting alternative methods for the same function. There are in-depth lab exercises at the end of each project for the learners to practice the acquired skill.

After talking with the computer software instructors who have used project-based textbook teaching application software in vocational training institution, it is noticed that the instructors face with difficulty in choosing an appropriate instructional method to teach their students. Instructors found students not fully benefit from those expensive and thoughtfully designed textbook. Moreover, seeing that computer software continues to become easier to use, it is even harder to draw students' attention in the class. Some students scorned to pay attention in learning the software since they perceived that they would be able to operate the user-friendly software. Most of the instructors adopt the behavior modeling, which consists of observation of computer skill demonstration and subsequent hands-on practice, as it is suggested to be among the most effective computer training methods (Simon & Werner, 1996; Yi & Davis,...

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