Multi‐level alignment model: transforming face‐to‐face into e‐instructional programs

Abstract

PurposeTo suggest to others in the field an approach equally valid for transforming existing courses into online courses and for creating new online courses.Design/methodology/approachUsing the literature for substantiation, this article discusses the current rapid change within organizations, the role of technology in that change, and the consequent necessity of transforming existing face‐to‐face training into or creating new online courses. Further, it proposes a training model that explains the role of the principles of project management and instructional design and how to apply them to achieve this transformation and/or creation.FindingsThis approach, which is based on the author's years of experience as an instructional designer and teacher and verified by recognized authorities in the field, combines the practice of project management, instructional design (both traditional and online) to produce a training model suited to today's business environment.Originality/valueThe model portrayed by this paper provides a rationale for melding the principles of various disciplines and sub‐disciplines, thereby producing a means to evolve training into a form more capable of satisfying current industrial needs.

Project management in instructional design: ADDIE is not enough

“…However, no process context is provided for these best practices. Byers (2005) discusses the challenges associated with having the roles of project manager and instructional designer fulfilled by a single individual and emphasises the need for solid project management by the project leader. The discussion acknowledges that each role requires a different skill set, but does not discuss those differences nor how the individual tasked with both roles should acquire missing skills.…”

Importance of the internet to human resource practitioners in Hong Kong

“…(2) Training and development. Many HRM studies (Kirrane, 1990) (DeRouin et al, 2004;Gasco et al, 2004;Hsieh, 2004;Byers, 2005).…”

Knowledge articulation dialog increases online university science course outcomes

“…Zimmer (2001) leveraged conversation theory to improve and transform traditional social science courses to online versions, while Strang (2004) did likewise and found it increased the academic performance of MBA students. Byers (2005) found it useful to apply conversation theory for transforming traditional multidisciplinary courses into online programs and teaching them. Klemm (2002) replicated a number of studies using conversation theory principles to improve online neuroscience courses at Texas A&M University, concluding that students not only gained valuable academic insight from asynchronous discussions but they also learned useful workplace skills such as collaboration, critical thinking and decision-making.…”