Computer-Based Training: Understanding the Elements of Good Instructional Design

Maintaining prehospital EMS certification requires that EMTs complete a minimum number of continuing education credits biennially, in a variety of applicable topics. Employers have typically provided these hours through didactic classroom lectures or structured recertification courses at local junior colleges. Yet, as budgets become increasingly tighter, many EMS organizations are looking toward nontraditional methods of instruction, such as computer-based or Internet-based training, for meeting the continuing education needs of their employees.

When looking at computer-based training (CBT) programs, it becomes obvious that not all systems are created equal. Poorly designed software may offer nothing more than screen after screen of text, where students have no opportunities to interact with the computer. Programs like this do nothing to stimulate learning and may cause students to lose interest in the training. Therefore, when considering CBT, it is essential that EMS educators, training program managers, instructors and agency administrators evaluate software for instructional design elements that motivate adults to learn, build critical thinking and decision-making skills, and impart the necessary knowledge to prepare members for recertification.

Consequences of Learner Choices

How well a training program is designed may affect the choices an individual makes regarding the use of the CBT program. Poorly designed software can result in negative behaviors such as avoidance, decreased attention levels or attempts to short cut the training process. Learner choices are decisions regarding the level and focus of effort exerted during a learning opportunity. These choices are manifest in how the learner decides to use the system (behavior) and in what the learner is thinking about while working on the system (cognition).1 For instance, an EMT working on the recertification modules may decide to watch television rather than pay attention to a video presentation. This behavior serves to reduce the amount of knowledge accrued, rendering the CBT instruc­tional format ineffective.

Many authors tout the ability of CBT to provide individualized learning, greater opportunities to practice acquired knowledge or skills, and longer time on-task as some of the strengths of CBT over other methods of instruction.1–3 However, this does not mean that trainees will exercise control over their learning wisely. Learners may choose to skip over optional practice opportunities that are critical to enhancing understanding and knowledge retention. They may also choose to move quickly through the material in an effort to return to work obligations or more enjoyable recreational activities.

Cognitive effort is also an important part of learning. Gaining knowledge requires deliberate practice, one aspect of which is focusing on the task of learning.4 A student who pays attention to the material being presented and takes advantage of optional practice activities will become more proficient than one whose attention wanders. Therefore, it is important for program designers to add elements that grab users’ attention and challenge them to learn.

Motivating to Learn

Effective CBT software needs to contain elements that conform to how adults learn, thereby sparking their interest in the lessons, holding their attention and aiding them in retaining and recalling the newly acquired knowledge. Motivation is often an overlooked aspect of instructional design, yet may be the most critical for successful implementation. Without proper motivation to learn, knowledge retention is unlikely. Good CBT programs contain elements that create a deeper motivation for trainees to use the system to its full potential. This ensures that trainees will learn the material and, perhaps most important, enable them to transfer what they learned to the job.