Evaluation of innovative learning technologies as perceived by practitioners who integrate computer -mediated applications into corporate training programs

Demands for workers with technical skills have grown with new applications of computer technology in business. Academic institutions have responded to these demands but industry has had to bear an increasing share of the training responsibility. Working adults need to be retrained to compensate for educational deficiencies and because of continuously advancing technology.;Much industrial training uses computer-mediated learning devices that must be incorporated into existing, traditional training programs. The complex motivations, attitudes, and learning characteristics of students and training practitioners can make the process problematic. The complexity of technology and its interaction with traditional training methods exacerbates the difficulty. Applying a process of program evaluation may be a partial solution.;This study employed a survey to measure perceptions of industrial training practitioners with respect to whether the level of program evaluation influences the extent to which computer-mediated training methods replace traditional methods. Also, the study sought to determine whether frequent evaluation improves training effectiveness and whether perceptions of effectiveness are related to organizational compatibility.;Pearson correlations and ANOVAs were calculated to test the null hypotheses related to the research questions. The results indicate that no significant differences exist between computer-mediated and traditional training with respect to assessment prior to implementation. The frequency of evaluation is not related to expectations that the assessment process will enhance the effectiveness of a learning method. The extent to which an organization uses computer-mediated training does relate to the investment in its evaluation. Also, the perceived effectiveness of such training programs is related to their organizational compatibility, but the importance conferred upon compatibility does not relate to the depth of the assessment process.