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(In Press) Evaluate online training effectiveness: differentiate what they do and do not know

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Maintaining well skilled and knowledgeable employees is key to sustaining our competitive advantage through smarter information usc of digital technologies. By reviewing current government training practice and information technology (IT) governance, this paper describes a funded project that shares valuable insights into differentiating what people do and do not know. An innovative research programme was devised to investigate the interactive effect of instructional strategies and training mode preferences on the acquisition of introductory ethics concepts. Three instructional treatments involved: interactive computer-based (online) Web 2.0 technologies; traditional fuce-to-face teacher-led classroom; and a blend of fuce-to-fuce and the computerised strategies. A preferred training mode instrument was used to establish the participants' favourite training mode, experience with eLearning, and work mode training expectation. The Quest interactive test-item analysis system (Adams & Khoo, 1996) provided the instructional performance measuring tool, which ensured an absence of error measurement in the ethics knowledge testing instrumentation. We show the gains in knowledge of introductory ethics achievement for three training treatment groups; face-to-face, computerised and a blend of both. Having access to our individual virrual learning space is critical; this project places Australia at the centre of training through a pseudo vitrual reality environment. Adopting such Web 2.0 technologies in the race to empower the global reach of an individual's access to adaptable eLeaming tools may satisfy our unyielding intellectual thirst for creating new learning spaces for the next decade.

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