Advanced TEL programs combine multiple methods, including classroom and on-line work. The most innovate programs create virtual learning settings within which learners must apply concepts taught using computer-generated models. Advanced TEL also is developed by cross-functional teams, including media and instructional designers, IS professionals, and targeted users. Education seems to lead industry in development of high-level programs, overall, because developers focus more on applying learning theory than achieving learner performance gains for specific jobs. Most industry use now is performance-driven for particular jobs or functions.
Educators collaborate with other educators, primarily.
Also, most industry and USG professionals interviewed believe students will acquire computing and hypertext skills through their K-12 experiences and through their use of hypertext in daily life . Limited evidence suggests that use of TEL, including distance education and hypertext tools, improves the learning environment , including better access to information. However, no assessment or research study to date has shown that hypertext or distance education use, itself , results in better overall student performance, when compared to more traditional training. Learners seem to acquire better conceptual abilities, and students with the need, motivation, and ability to use distance education demonstrate better performance. Programs that show most potential for improved performance rely on combinations of TEL delivery and teaching methods.