Globalization, competition, and lack of skilled labor force, among other things, cause workforce to work longer, harder, and travel more than ever before. At the same time, this very workforce wants the opportunity to allocate time for personal development and learning as needed. We believe that modern education methods in the 21st century should be designed to reflect these changes. In this regard, hybrid-learning solutions could provide an innovative way for delivering education. Hybrid learning comprises a mix of different modes of instructional delivery, mainly, computer-based and on-campus delivery. In this paper we are exploring the potentials of the hybrid learning applied primarily to project management education. This type of mixed instructional delivery has proved to be an effective tool for enhancing the learning value for the workforce and for their organization with minimum costs. The main body of the paper is concerned with identifying the basic structure for a hybrid learning solution in project management. Applying this approach may lead to significant reduction in learning costs and last but not least leading to creating better project managers.
We outline here the basic requirements for building a comprehensive hybrid learning solution in project management. The word hybrid is borrowed from the field of systems engineering, it comprises a mix of different modes of instructional delivery, mainly, web-based and on-campus. Some other instructional designers use the term blended e-learning solution to describe the same approach.
We shall begin here by reviewing the commonly identified learning styles. These learning styles are independent of the delivery mechanism or the working methods applied. They only describe how humans process information. The challenge here is obviously how to address all these learning styles collectively in order to enrich the learning experience.
It is also important to point out that this paper addresses only one class of learners. They are learners with considerable amount of expertise in their fields. They are also goal oriented and use education to accomplish clear-cut objectives.
Finally in this chapter we shall outline the major delivery mechanisms for the proposed hybrid solution. In the next chapter we shall provide the basic layout and execution model for a hybrid learning applied to the project management knowledge area (Project Management Institute 2000). It is worthy to point out that the model is generic and can be adopted and amended as required in terms of time span, field of knowledge, or the workload.
1.1. Learning Styles—A Brief Outline
This hybrid solution is recommended to be used to deliver education for an organization with large number of people that are distributed over a very large geographic area. In addition, the target group for a hybrid solution is characterized by having a diverse social, cultural, and academic background. Therefore, it is fundamentally important that the model addresses multiple learning styles. Multimedia and technology are used increasingly to accomplish this challenge. Multimedia is the use of text, graphics, animation, picture, video, and sound to present information. All of the above can now be integrated using a computer and delivered over the World Wide Web.
There are many different ways to classify learning styles. These fall into general categories: perceptual modality, information processing, and personality patterns. The categories represent ways to focus on the learner. Perceptual modalities define biologically-based reactions to our physical environment and represent the way we most efficiently adopt data. Perceptual modalities have the most implications in education. Therefore, attention to modalities should be paid to ensure that the model strike all physiologic levels.
Perceptual modality refers to the primary way our bodies take in information. Commonly, researchers identify four types: 1) Auditory (by sound), 2) visual (by sight), 3) kinesthetic (by moving), and 4) tactile styles (by touch).
Visual learners prefer seeing what they are learning. Pictures and images help them understand ideas and information better than explanations. A drawing may help more than a discussion about the same. If you are a visual learner, you may find it helpful to see the person speaking. You may watch a speaker talk, as well as listen to what he says.
Many people assume reading is a visual action. Though we see the words, most of us process the information by hearing ourselves say the words. As a result, researchers identify people who prefer to process by reading, auditory learners. Others label the readers “print-oriented,” aligning them closely with visual learners. Visual learners are more shape and form oriented. Print-oriented people depend more on words or numbers in their images.
Kinesthetic learners want to sense the position and movement of what they are working on. Tactile learners want to touch. “Enough talking and looking,” they may say, “Let's work with this stuff. Let's get our hands dirty already.” Even if kinesthetic or tactile learners don't get much from the discussion or the written materials, they may catch up and exceed the lesson plan by working through scenarios and labs. Often, they don't thrive in traditional classrooms because most classrooms don't offer enough opportunity to move or touch.
1.2. Delivery Mechanisms
The proposed hybrid model must embody the following properties: 1) create an environment for learning that address multiple learning styles, 2) ensure active participation and to focus on bringing the learners former experiences, 3) to enable the learners to build personal and possibly social networks, 4) use information and communication technology for designing the content in order to enrich the learning experience, 5) restrict the use of on-campus delivery whenever high level of interactivity between the learners them selves is required or between the learners and the content, 6) availability in the form of an updated support system that assists the learners on the academic, technical, and administrative level, and 7) learners should be motivated and self-disciplined and using education in order to achieve clear cut goals.
With the above considerations in mind, we can speak of three different forms by which instructions can be organized and delivered. This classification is based on how the learner(s) and the instructor/facilitator are located in terms of both space and time.
(A) On-campus, this form of instructional delivery takes place in the traditional classroom setting when both the instructor and the learner(s) are located in the same space and are communicating face to face with no time delay. This setting is the currently most used form for instructional delivery. This form is favored when the type of instructions requires high-level of interactivity between the learners and the instructor and or content that cannot be accomplished on a distance. Interactivity can be thought of as mutual action and reaction between (Charlotte 1998): 1) the learner and the content, 2) the learner and the instructor, and 3) the learner and other learners, such as in collaborative group work. On-campus delivery is recommended if in particular the third type of interactive is essential in understanding the subject. The major drawbacks of such delivery mechanism are the high costs associated with travel and lodging for learners. With this form, more money is spent on travel and accommodation than on actual education programs. Approximately two-thirds of training costs are allotted to travel expenses (E-learning 2000), which may represents a major drain on bottom-line profitability. If opportunity cost is taken into account, the actual costs of training are even higher. Time spent away from the job traveling or sitting in a classroom reduces per-employee productivity and revenue significantly.
(B) Teleconferencing, rather than bringing learners to the classroom, in this seeing we bring (virtually, not physically) the instructor and a group of learners together. This form of instructional delivery is referred to sometimes as virtual synchronous classrooms. In this setting instructor and learner(s) are not physically in the same place but can communicate in real time with no time delay both one-to-many and one-to-one. Teleconferencing is not recommended when high level of interactivity is required between the learners or between the learners and the content. Because of the rather expensive hardware requirements, this setting allows limited interactivity on the first and second level. In addition to the hardware requirements, the remote instructor, weather on the screen in the instructional television context, or the computer conferencing context must be perceived to be a real person with genuine interest in the distance learners needs, interest and progress (Charlotte 1998). This setting is recommended for ill-structured problems that require the evaluation of information, as well as having a shared experience to produce new ideas or plans. An example would be a group of learners discussing or documenting some company practices while collaborating on-line with fellow learners and a facilitator/instructor.
(C) Distance learning, the third generation of distance learning encompasses now several techniques including digital and analog solutions integrated and transmitted using primarily Internet. Advances in communication and information technology makes it possible now to design courses with very high degree of interactivity addressing all learning styles as well. There are many benefits of using web-based training including reduction of travel and lodging costs improved control of revisions, consistency of the training experience, and extended use of existing hardware. The learners also choose both the time and space for study. There are some drawbacks to adopting web-based training. These include substantial infrastructure costs such as bandwidth, access to network (Internet, intranet, extranet), the standardization of browsers, corporate policies regarding plug-ins, firewalls, and dial-in support services and maintenance, the requirement for learners to adapt to new learning methods, the need for a team development effort, and the need to manage resources beyond the traditional training organization.
Exhibit 1. Phases of the Hybrid Model
The web-based instructions are optimally used for well-structured problems that require transferring knowledge, building comprehension, and practicing application of skills. An example would be a program that teaches network calculations with critical path method (CPM.) Simulations can also be conducted to provide the individual learner with an experience that simulates certain real-life aspects. It can be used for the evaluation of information and an experience to produce new ideas, plans, or products. An example of a web-based simulation is an application that simulates a real-life case study, for example, in risk assessment presented to the learner through audio and video clips, the learner is then asked to investigate this information and come up with recommendations.
Distance learning through the World Wide Web can be used to provide group-learning opportunities as well in an environment in which the learners and the instructor/facilitator are online at different times. An example of an asynchronous tutorial would be a group of project managers learning how to evaluate how the risk and opportunity evaluation of a real-life case helped reducing the total installed costs and receiving feedback from the facilitator and peer learners.
Simulations can also provide a group of learners with an experience that simulates certain real-life aspects. These are often media-rich and more complex than synchronous classrooms. An example of a group simulation would be a role-playing exercise where learner's practice being clients and/or different roles in a simulated organization, complete with rules and supporting resources, in order to negotiate a contract for their business unit. The possibilities are infinite!
2. Hybrid Model Applied to Project Management Education
In conclusion, the delivery model for the proposed solution will be a mixture of three modes of instructional delivery methods: 1) self-paced learning using rich media through world wide web, 2) collaborative group work using synchronized and synchronized virtual classroom, and 3) on campus.
The model is distributed over four phases as shown in Exhibit 1. The workload and the length for each phase may be adjusted depending on the formal requirements of the program. Normally the model should span over a period of a half school year.
As shown in Exhibit 1, phase 1 is designed in order to achieve the following objectives: 1) letting learners know why it is important to learn what they are about to learn, 2) showing learners how to direct themselves through information, 3) relating the program to the learners’ own experiences, 4) providing motivation and inspiration, and 5) preparing the learners for the next phase. In the introductory phase, the learners will be provided with tools and information in order to access the Internet and the virtual classroom. They learn the techniques of downloading and uploading documents. They learn how to share ideas, documents, and information over the Internet. This phase is meant to provide the learners with important information about the new learning environment as well as introducing new concepts and terminology.
Phase 2 is delivered on campus. The overall objectives of this phase are to 1) cover the topics that require high level of interactivity between the learners and the contents or and other learners, 2) provide an environment for learning by doing, and 3) provide the learners with the opportunity to exchange experience and building professional and personal networks.
The on-campus phase is followed by a web-based phase. Phase 3 should in turn be divided into as many subphases as required depending on the workload of each subphase. We recommend that the volume of each subphase should be corresponding to one day of on-campus class. The most important consideration when designing the instructions of the web-based phase is to ensure that the workload is distributed evenly over the entire period.
The web-based phases are conducted over Internet through secured learning management system (LMS). Using the LMS, the learners work with reading assignments, video lectures, solving individual assignments, multiple-choice tests, participating in discussion groups, and so on. In order to allow more room for individual differences in learning styles and to contribute further to a more lasting learning effect, the contents of web-based sessions are presented using the following methods: 1) instructions for self-study from the course literature (what to read), 2) short audio and video clips providing an overview of the lesson and summarizing the learning objectives of the lesson as well as interviews/round the table sessions, 3) set of “toll gates” in the form of multiple-choice questions with instant feedback, 4) any other supplementary readings (optional), and 5) each subphase should be concluded by a set of compulsory assignments for evaluation and monitoring the performances.
Exhibit 2. An Example of Hybrid Learning Solution Based on Project Management Knowledge Areas
In parallel with the self-paced learning, participants work with a larger assignment in groups of up to three members. The topic of the assignment should be related to an area where problems are experienced and there is potential for improvements. Examples are: risk management, project start-up, project staffing, contract management and so on. Communication with faculty members is conducted using email or through private workspaces or synchronized and synchronized virtual classroom.
The program is concluded by an on-campus gathering, the objectives of this gathering are to: 1) provide the learners with the opportunity to exchange and discuss what they have learned and experienced, in particular when they are working on the collaborative group work, and 2) to summarize and to kick off other programs if any.
What we have developed so far is a generic vehicle for delivering learning in a timely and consistent manner. But we have not yet considered what we need to communicate, what do the learners need to learn in order to achieve the learning objectives. Exhibit 2 shows an example based on project management knowledge areas (Project Management Institute 2000).
In the next chapter we present a larger example of successful application of the above hybrid model
3. Example
In 1998, the Norwegian University of Science and Technology has jointly with the School of Management; BI developed an international educational program in project management. The program is originally developed for three industrial clients: Kvaerner, Statoil, and Norsk Hydro. However the program is now available also for the open training market. The program is executed in cooperation with the clients and with University of Calgary and the Cranfield University.
The project management education program has as its key objective to develop the employee's competence in project management in a full and in-depth way. This is achieved by insuring that on completion of the program (Rolstadås 2001), the participants should: 1) be familiar with the international project management terminology, 2) have a common and solid understanding of all project management concepts, 3) feel comfortable and secure in various project management roles, 4) master general project planning and control tools, and 5) be able to make decisions on project deviations. By training its employees in this way, the overall competence of the companies will be improved by access to better project managers. A basis for this is a common terminology and knowledge of international project execution principles.
The program focuses on giving the candidates a thorough understanding and deeper awareness in the following areas: 1) project management and leadership, 2) personal skills, 3) business concepts and strategies, and 4) building teams and organizations.
The achievements of these objectives are documented through tests, practical exercises, project assignments, group work, and formal exams. The program is offered at two levels: an essential level and an advanced level. It was made possible for certain groups of participants to go through only the Essential Program. For others it is possible to go through also the Advance Program and to proceed to build upon it to obtain a higher degree (i.e., a Master's degree).
The Project Management Education Program is targeted towards engineers, economists with varying experience in project management or project execution. The candidates to the program are primarily nominated by their own organizations. The clients are also involved in teaching, supporting the development of project assignments and other teaching materials. Qualified people from the clients are also used as mentors. About 200 participants have joined and passed the program since it was launched in spring 1999. We are also witnessing an increasing interest in the program in the companies, an indication that reflects not only the good quality of the program content but also the delivery approach implemented.
4. Conclusions
The hybrid solution is primarily a cost effective way for delivering education. It combines multiple instructional delivery approaches that give the participants the chance to decide the time and place for their own studies and at the same gives them the chance to become acquainted with each other, as well as keeping the motivation high through all phases. Experience has shown that training based on a combination of on-campus and web-based training is a very effective approach. This concept may be significantly more effective than traditional programs with plenary sessions only or with virtual content only. However, there are some factors that must be considered and addressed carefully in order to ensure successful implementation of the model, these are:
1. Target group of the hybrid solution is learners with high competence in their field of expertise, tutors, instructors, and facilitators must bring this experience into focus when designing the content.
2. The distribution of topics along the web-based and on-campus phases must be considered carefully. This distribution should not be arbitrary. The rule of thumb is lessons that require high level of interactivity between the learners should be prioritized in the on-campus sessions.
3. Advances in technologies should be used in order to enrich the learning experience of the learners. This in particular applies in the web-based phases. The learners should see and feel what is the “added value” of using the World Wide Web compared to for example using pure correspondence course.
4. Availability in the form of an updated support system that assists the learners on the academic, technical, and administrative level. This again applies in particular for the web-based sessions.
5. Last but not least, self-disciplined and motivated learners are an important factor for the success of the program. In this regard both the instructor/facilitator and the sponsor has great responsibility in keeping the motivation high through persistent follow up and monitoring.