The use of instructor-led classroom training has decreased from 70 in 2010 to 40 in 2022
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Under a Creative Commons license Open access Highlights• TPD for technology use is under-researched in LMICs, and results are mixed •Social media, video, e-learning can be leveraged to overcome constraints in LMICs •Technology-mediated TPD can be used to narrow inequalities and enhance agency •Technology can support facilitators/coaches but human relationships are central •Methodological issues abound, such as sustainability, sampling, access to evidence AbstractPre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators. KeywordsTeacher professional development teacher training technology ICT low- and middle-income countries (LMICs) e-learning pedagogy peer learning AbbreviationsEiE education in emergencies LMICs low- and middle-income countries
MOOC Massive Open Online Course OER open educational resource TPD (pre-service and in-service) teacher professional development VLE virtual learning environment Cited by (0)© 2022 The Authors. Published by Elsevier Ltd. The future of training is blendedFor many training providers who made big changes in 2020 and 2021 – pivoting to focus on self-paced – for them 2022 means re-introducing instructor-led training back into their training programs. For training providers already offering blended, it may mean a more strategic approach, or extending blended learning to include new, more effective modes of learning. We’ll cover off some blended learning trends shortly, but before we go any further, let’s cover the basics of blended learning. Blended learning overviewIn simple terms, blended learning means providing course content in a variety of delivery formats including; Face-to-faceA traditional face-to-face course is held in a classroom, or as a private or group tutorial. This delivery has the most limitations, as class numbers are dependent on venue size, geographical location and time and date availability. Live online webinarSimilar to a traditional face-to-face course, but held in a virtual classroom. A presenter, or presenters, deliver a presentation in real-time to learners around the world who attend via video conference, from the comfort of their own office, home or wherever they may be.
 On-demand videoLiving in the times of YouTube and Netflix, most of us are familiar with on-demand (or pre-recorded) video. Arlo allows you to easily promote and sell pre-recorded webinars to people who visit your website – a great opportunity to drive profits and efficiencies in your training business, by reusing and recirculating existing content. eLearningeLearning is self-paced learning, such as online courses and modules that people can complete in their own time, online, from anywhere (in fact, this guide is an example of self-paced eLearning)! Registrants can undertake the course at any time and do not have to attend on a specific date, or attend a live class. These modules can include SCORM packages, quizzes, surveys, wikis, videos, and assignments, all while allowing the training provider to track completion. For learners, it provides a richer learning experience than any one format on its own, enabling access to content that best suits individual learning styles. For training companies, it’s scalable and cost-effective. To learn more about blended learning, check out the Ultimate Guide to Blended Learning. The learning pyramidYou may be familiar with The Learning Pyramid. But it’s worth re-visiting here, as it’s a good visual example of the benefits of blended learning. What’s most important to note here are the active learning methods – group discussion, practiced by doing, teaching others – and the large percentages associated with them. These percentages are the percentage of knowledge retained. As we covered earlier in the shortfalls of remote, online training it’s that personal, or social, connection that plays a big role in the learning experience. Traditionally instructor-led training has been based on students listening to a trainer for a lengthy period of time, with little to no interaction between learners themselves. But what we’re seeing here is the real power of social connection in learning. And this is where instructor-led training can really step up its game – by incorporating more active learning methods into an ILT session and encouraging collaboration between learners. The good news is there’s a wide range of tools available to support this way of learning – in live ILT sessions think of using collaboration tools like Zoom breakout rooms, Zoom and Miro whiteboards. For pre-course and post-course think of ways you can connect learners via forums, Facebook and LinkedIn groups. It’s also important to note that we’re not ruling out passive learning methods altogether – you can see here that they are still effective in delivering and retaining knowledge, therefore there is still space in training for those. But what we can really see from this is the power of learning via a mixture of delivery methods. By incorporating the whole learning pyramid into your training program you cater to all styles of learning and your learners have a much higher chance of retaining knowledge. This style of learning of course lends itself well to the blended learning approach. But exactly how big of a role should the trainer play in a blended learning course? The role of the trainerWith lecture and demonstration being the main methods of instructor-led training, we can all agree that ILT sits firmly in the “passive learning methods” section of the pyramid. As mentioned, those methods still have an important role to play in training. In fact, the story we’re hearing from training providers here at Arlo is that their trainers, or instructors, are still their biggest asset. Despite all of the changes in the training industry over recent years, that is one thing that has remained constant. When training companies receive positive feedback from learners, or receive a registration from a referral, the story almost always goes something like this:
Instructor-led training is most certainly here to stay, and has an important role to play in a blended learning course. But while trainers are undoubtedly a training company’s biggest asset, they’re also the most costly. With traditional classroom-based courses, trainers would spend lengthy periods of time in a classroom reciting information. There would be time spent travelling, and the associated cost of a trainer’s travel, accommodation and food. Now, with the rise of blended and eLearning, training companies have an opportunity to continue to use their biggest asset, but in a more effective way. With blended learning, trainers no longer need to spend five days in a classroom reciting information. Instead of five days, they may only spend one or two days max. The free time in their schedule can be used for one-to-one coaching, mentoring and support. For some training providers, a classroom-based course may be essential, but for others, the instructor-led training can be delivered entirely online. Further freeing up time and money that would otherwise have been spent on travel, accommodation, food and venue. Six ways to better utilize your instructors:
Blending instructor-led training with self-paced learningSo how do you blend instructor-led training with self-paced learning to create an effective ILT strategy? Is there a perfect mix? Arlo customer Parallel Project Training is one of the UK’s leading project management training providers. They have shared with us how they’ve adapted their approach to training to deliver a premium blended learning experience. Parallel was one of the first companies to offer a blended learning course for APM training. Co-founder Paul Naybour says “This approach has enabled corporations and individuals to develop a professional project management capability at a time and place that suits them and using the methods best suited to their learning style.” “This approach has enabled corporations and individuals to develop a professional project management capability at a time and place that suits them and using the methods best suited to their learning style.“ Blended course exampleTheir Project Fundamentals Qualification is one of their most popular courses, and can be taken either as a live online course or a 2 day face-to-face course. Both options include access to online resources and to eLearning modules, including quizzes, podcasts, on-demand videos and practice exams. Parallel has shared with us the structure of this course, to show what a successful blended learning course looks like in practice.
How much time does it typically take to develop a traditional instructor led course?An average 1 hour instructor led course will take 43 hours to develop. Similar to the development ratios for eLearning mentioned in the article above, the Chapman Alliance research provides the following development to seat-time ratios for classroom training: 22:1 – Simple, with minimal support materials.
How effective is e learning to students?A wealth of research shows that e-learning can be as effective or even more effective than face-to-face instruction when appropriate instructional methods are used. It can, therefore, be effective for instructional impact.
Why is online learning faster?Because online courses provide students with full control over their studies, they can work at their own pace. Pupils, on average, work faster and absorb more information in online courses than they would otherwise.
What does needs assessment of online learning encompass?Student needs assessment for web-based instruction includes the collection, synthesis, and interpretation of data about learners that can assist the instructor in matching student needs with the demands of the online learning environment (DuCharme-Hansen & Dupin-Bryant, 2005).
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