aracterizes the application of multimedia technology to training activities.
Recent studies have found that employees trained through the application of multimedia technology retain more information than do employees receiving traditional forms of training (Oz and White, 1993, pp. 34-39). Multimedia-based training also reduces organizational training costs, and minimizes trainee time away from work. Self-paced instruction, greater trainee attention, immediate feedback, standardization of training, and ease in updating training systems are other advantages credited to multimedia-based training. Against these advantages, however, some companies have also reported that multimedia training is sometimes characterized by costly implementation and technical difficulties (White, 1993, pp. 34-39).
The use of multimedia technology in training promotes a structured stimulus allowing unstructured responses (Oz and
White, 1993, pp. 34-39). This approach allows students to learn
by reacting as they would if confronted with a similar situation in a work environment. Learning occurs through a variety of
processes during which an individual is able to change her or his behavior in some constructive manner. Three basic theories of learning are trial and error, conditioned response, and insight. Through the trial and error approach, an individual learns by attempting different solutions to a problem until he or she discovers which one of the alternatives work best. The role of the teacher in this approach is to give the person some direction by leading her or him towards certain techniques that may assist in problem solution. Through this type of learning process, individuals must learn to employ the trial and error approach in on-the-job situations. Operational problem solving incorporated into multimedia training programs frequently employ the trial and error approach to learning.
The conditioned response approach to learning relies on...