Evaluation of Programs Funded by Technology-Based Learning (TBL) Grants
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Key Findings
Key Findings:
- Programs served a diverse set of students, most of whom desired the flexibility TBL affords.
- Participants expressed high levels of program satisfaction.
- Programs seem to have built workplace skills by integrating technologies into programs leading to a recognized credential.
Workforce development seems particularly suited to using technology-based learning (TBL) for training. TBL can be more flexible than traditional classroom training in timing, pace of learning, and course length. Such flexibility might help programs address the training needs of a diverse set of people. The potential of TBL to expand access to training and increase the number of trained workers led the Employment and Training Administration of the U.S. Department of Labor to launch the TBL initiative in 2006 and to provide $10 million in funding to 20 grantees in 16 states to develop and implement TBL projects over a three-year period, from 2009 to 2012. The study showed that the TBL programs served a demographically diverse set of people, who were largely motivated to choose a technology-based format rather than a traditional format because of its flexibility. Participants expressed high levels of satisfaction with their program: fewer than 10 percent reported being dissatisfied, nearly 90 percent would recommend their program to others, more than 90 percent would consider taking another TBL course, and more than 60 percent said that online or TBL was preferable to traditional classroom training. The study also showed that TBL programs seemed to build workplace skills by integrating technologies into programs leading to a recognized credential. More than 70 percent of participants completed their program, and an equal number earned a credential. Outcomes were associated programs: online programs had dropout rates 13 percentage points lower than blended programs. Participants were more likely to complete a program if they were in an online program (as opposed to a blended program), in a program that led to degrees and licenses, had students remotely interact with instructors on a regular basis, or offered soft-skills training. Participants in longer programs were less likely to complete them. Positive employment outcomes were also shown: 79 percent continued or secured new employment after program participation, an increase from the 56 employment rate before the program.
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