The Effectiveness of Online Task Support vs. Instructor-Led Training

The Effectiveness of Online Task Support vs. Instructor-Led Training

Ji-Ye Mao (City University of Hong Kong, Hong Kong) and Bradley R. Brown (University of Waterloo, Canada)
DOI: 10.4018/978-1-59904-945-8.ch095
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Abstract

This study investigates the effectiveness of online task support (the wizard type in particular) relative to instructor-led training, and explores the underlying cognitive process in terms of the development of mental models. Ninety-two novice users of Microsoft Access were either trained by an experienced instructor or performed exercises with online task support, and then completed a variety of performance-based tests. Analysis shows that users of online task support tended to outperform instructor-trained individuals on high-level tasks, whereas the performance difference on low-level tasks was not significant. The cognitive processes underlying the difference are also noteworthy. Task support users were more likely to develop conceptual mental models as opposed to procedural ones, which accounted for their better high-level performance. Mental model completeness was also found to be closely associated with performance on both low and high-level tasks. These findings offer support for increased use of online task support.

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