Distributed Learning Design 1 RUNNING HEAD: DISTRIBUTED LEARNING DESIGN A Theory-Based Approach for Designing Distributed Learning Systems

There has been steady growth in the use of distance learning and distributed training over the last decade (Salas & Cannon-Bowers, 2001), with some estimates suggesting that nearly 80 percent of all companies use some form of distributed, computer-based training (Kiser, 2001). Although there are a variety of factors stimulating this rapid growth in the use of distance learning and distributed training, what we refer to collectively as distributed learning systems (DLS), two have been key. One factor has been the practical benefits – lower cost, rapid deployment, and flexibility – associated with training systems that transcend space and time and enable training anytime, and anywhere. Another factor has been the advances in technology and connectivity. The penetration of computer technology into all facets of the workplace, the substantial increases in computing power and speed, and the interactivity enabled by the explosive growth of the Internet have provided a ready infrastructure for delivering distributed training. Indeed, the literature on distance learning and distributed training, both popular and academic, has been dominated by discussions concerning technological innovations and cost As is often the case, the factors stimulating the attractiveness of DLS have a negative side effect. A consequence of the heavy emphasis on practical benefits and technology is that researchers and practitioners alike have paid far less attention to critical instructional design issues surrounding distributed learning. The purpose of such systems is to promote learning, yet the tendency is to design distributed learning around the media and supporting technologies rather than the underlying instructional goals and objectives of the training. This is not surprising given that there is currently no well developed theoretical framework to guide training design for distributed systems (Salas, Kosarzycki, Burke, Fiore, & Stone, 2002). However, for DLS to be optimally effective, trainers and instructional designers must integrate learning models with is critical, therefore, to develop a theoretical framework that can be used to guide DLS design. In the absence of such a framework, many organizations have discovered that their distributed learning systems, while practical and cost-efficient, are suboptimal or even ineffective for Distributed Learning Design 3 developing critical knowledge and skills. As Hamid (2002) notes, the growing consensus is that " after the initial excitement, many e-learning initiatives have fallen short of expectations " (p. 312). The purpose of this chapter is to present a theoretical framework to guide DLS design and enhance the effectiveness of distributed …