Instructional Delivery Methods
Comparison Chart: Selection Criteria
Instructor-Led
Feature
Classroom-Based
Interactivity Depending on the style of the
instructor and the instructional design
quality, the level of interactivity can
be extremely high. Consistency
among different instructors is a
concern.
Flexibility By design, this format is instructor-
dependent. With some adaptation, it
may also be suitable for synchronous
distance learning delivery.
Individualized Individualization can be difficult, and
Instruction depends on the size of the class and
homogeneity of learning needs and
styles.
Performance Feedback is provided by the
Measurement instructor(s) and by other learners.
Customization Depending on what learning aids are
and Modification used, modifications might be easy to
make.
Instructional A good instructor will provide
Benefit/Strength immediate feedback and recognize
when learners need coaching and/or
remediation.
Disadvantages It is location-dependent.
Individualized instruction is a
challenge, and having poor
instructors could be worse than
having no training at all.
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Print-Based
Activities delivered by print that
are most conducive to interactivity
include problem-based learning,
games, simulations and case
studies.
Materials can be written for self-
study, small group on-the job
training, or classroom delivery.
They can also accompany other
training delivery methods such as
video- and computer-based.
A programmed learning approach
using testing and remediation can
result in high degrees of
individualization.
Measurement can occur through
self-checking, use of scannable
answer forms, or by submitting
assignments for instructor check
and feedback.
Changes and updates are easy to
make, but they require a
coordinated effort.
Development costs are relatively
low. Learning is self-paced and
location independent.
Feedback is not optimal. Tracking
the overall effort of each learner
can be difficult. Duplication and
dissemination costs are usually
high.
Virtual
Classroom-Based
Depending on the instructional
design quality and the instructor’s
style, the level of interactivity can
be very high. The instructor’s
comfort level with the software
features may be a concern.
By design, this format is largely
instructor-dependent. Virtual
classroom sessions can be
“blended” with other self-study
formats or recorded for later
viewing.
Individualization can be difficult
and depends on the size of the
class, learning needs and styles.
Feedback may be provided by the
instructor or other learners.
Immediate scoring and feedback as
well as tracking of scores are also
possible.
Changes are easy to make. Most
classroom material can be easily
modified for virtual classroom.
Provides the benefits of live
instruction and interaction in a
location-independent setting.
Interactivity must be well planned
and coordinated, individualized
instruction is limited and poor
instructors will doom a session.
Web-Based/
Computer-Based
If designed effectively, CBT and
WBT can provide a very high level
of interactivity through the use of
various learning activities,
simulations and games and mouse-
overs.
A multi-purpose program can be
suited for individuals or small
groups.
This format can provide self-paced
instruction with a high degree of
individualized learning.
It is possible to provide immediate
scoring and feedback to learners,
track each learner’s overall effort
and scores, and analyze collective
learner performance.
The design may enable easy access
to areas where modifications are
needed.
Feedback to the learners is
immediate. Learners can work at
their own pace and receive training
just in time.
Development is expensive and
centered around constantly
changing technology. Users must
be computer literate.
1
 Selecting Delivery Methods for Effective Learning
Use classroom for: • Changing behavior, building culture, or demonstrating skills
• Encouraging veteran staff to work in teams or brainstorm together
• Subjects that need role modeling and/or skills practice
• Training that requires demonstration of complex procedures
• Presentation, feedback and question and answer session (Q&A) with expert speaker
• Training that requires hands-on participation and immediate feedback
• Training that requires direct interaction with complex software applications, which typically need for individualized coaching from
an onsite facilitator
• Encouraging new staff to network and receive orientation

Use virtual classroom for: • Synchronous training on the use of non-complex technology tools, systems or business processes
• Synchronous training that requires remote users to brainstorm or analyze and solve problems in small groups
• Synchronous training that requires immediate feedback and active participation

Use web-based self-study for:
• Content that is largely knowledge-sharing such as reading to understand methodologies, business processes and product information
• Content that is shelf stable (current for three or more years)
• Audiences that are large (100+) and geographically disbursed
• Training that requires learning mathematical formulas, solving problems and completing forms
• Training that uses case studies to apply concepts to real life situations
• Training that includes simulations of real life situations
• Training that requires access of online resources or external web sites

Use CD-ROM for: • Programs requiring extensive use of video and audio
• Courses that are too large to be downloaded onto learners’ laptops

Blended Learning Courses combine elements of more than one type of delivery method in the same course. Some examples of these include:

1. Learners complete online or CD-ROM-based pre-work to cover the basic principles and procedures, read background information, and pass quizzes to ensure
mastery of foundation level concepts. Then learners attend fewer days in traditional classroom to complete team activities, role-plays, and question and
answer sessions (Q&A).

2. Learners participate in virtual classroom session to cover basic concepts and receive their assignments. Then learners go to online self-study course to
complete assignment, prepare presentation, collect information or complete exams. Finally learners return to virtual classroom session to debrief, present
findings, and participate in final Q&A.

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 3. Learners take online self-study course to complete course exercises, case studies or simulations, or access information in web sites. Then learners attend a
virtual classroom session to debrief and participate in Q&A.

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