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Mission
To provide highly effective innovative training and a fresh approach for field development.
Vision
Our training programs include uniquely customized basic training for start-up and seasoned companies; business tools designed to expedite closing the sale and leadership development programs available through print, audio and online applications.
Our Goal
Our goal is to work in partnership with our clients to design a comprehensive training environment for the growth of the company and personal development of each individual.
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Your Business At Home Magazine - August 2009 issue
Read about Denise's latest accomplishments as EIRO Research's Vice President of Field Development in the upcoming August issue of "Your Business At Home Magazine". |
 "The Whole Package"
With a focus on
whole, pure and
natural products,
EIRO Research
introduces itself
with confidence. |
 "Prized Possessions"
Alluring rewards and incentives await for Eiro Research's
high achievers. |
 "Tool Time"
Eiro Research's comprehensive system of training , tools,
and support are the foundation for business success |
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| Arbonne University wins the Direct Selling Association's 2007 Education for Life Award |
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Does Web-Based
Training Work?
In a 2006 study in Personnel
Psychology entitled
“The Comparative Effectiveness
of Web-Based and Classroom
Instruction: A Meta-Analysis,”
Traci Sitzmann, Kurt Kraiger,
David Stewart, and Robert
Wisher addressed this question.
The authors reviewed 96
studies that compared web-based
instruction (WBI),
or web-based instruction
used as supplement to classroom
instruction (WBI-S), with
classroom instruction (CI).
The learners in the studies
were college students or
employees in courses on
job-related topics.
Here are some of
their findings.
- WBI
was 6% more effective
than CI
for teaching declarative
knowledge.
- WBI
and CI
were equally effective
for teaching procedural
knowledge.
- The learners were equally
satisfied with WBI and
CI.
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WBI was
11% more effective than
CI for
teaching declarative knowledge
when different instructional
methods were used to deliver
WBI and CI.
- There was no difference
between WBI and CI
when the same instructional
methods used to deliver
WBI and
CI.
- WBI
was 19% more effective
than CI
when WBI learners were
provided with control,
practice, feedback, and
in long courses.
A flexible medium such as
WBI might be more effective
if it can utilize multiple
instructional methods given
the nature of the learning
material. Kozma (1994) argued
that while it may be difficult
to isolate individual instructional
attributes to any single medium,
it is possible to identify
clusters of attributes (e.g.,
customization and hyperlinking)
that are more efficiently
accomplished in one medium
rather than others. For example,
compared to CI, WBI is more
likely to offer customization
of instructional methods and
content, as well as continual
access. As a special type
of hypermedia learning system,
WBI represents a non-linear
instructional medium that
may encourage deeper processing
and cognitive flexibility
in learners (Spiro & Jehng,
1990). Hypermedia is instruction
organized in a nonlinear format
that allows learners to reference
material based on their individual
needs and uses a wide variety
of media (e.g., sound, animation,
text, video) (Tessmer, 1993).
The use of hypermedia may
not only lead to deeper
learning by encouraging
trainees to think about how
new information is related
to existing knowledge (Salomon,
1988), but may be a superior
medium to the extent that
it offers a cluster of learning
modes (e.g., text, audio,
graphics, synchronous and
asynchronous communication)
that can be tailored
to individual learning styles.
Arbaugh (2005) also detailed
clusters of features of WBI
that may lead to greater instructional
effectiveness including media
variety, facilitation of Web
exploration, and learner ease
and flexibility of use. |
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Copyright © Results Oriented Innovation
2009 |
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