Learning Modalities and Delivery Systems for Officer Professional Development Period 3 – Literature Review


  1. Hadziomerovic, A.
  2. Vollick, S.
  3. Budgell, G.
  4. Williams, L.
Corporate Authors
Defence Research and Development Canada, Director General Military Personnel Research and Analysis, Ottawa ON (CAN);Human Resources Systems Group, Ottawa Ont (CAN)
This report explores the in©\class, distance and blended learning delivery systems to identify their strengths and limitations, with regards to their effectiveness to deliver learning that could be applied to Developmental Period 3 (DP3) courses. Because the typical DP3 level student is an officer at a graduate level, particular focus is placed on adult learning at a graduate level in the military setting. The report begins by reviewing influential adult learning theories in order to identify what kind of learning is best suited for an adult population in terms of student characteristics (i.e., self©\directed learner), instructional design methodologies, and external influences that affect student learning outside of the formal curriculum. Understanding adult learning can then be applied to educational practices and instructional design to develop more effective and engaging course content, especially when using technology as a primary mode of learning delivery. A review of in©\class, distance and blended delivery systems highlight that learner characteristics and needs are the same; however they need to be implemented in slightly different ways. For example, delivering content through a combination of text, images, and video, serves to support different learning modalities. In addition, communication and sense of belonging is fundamental for any learning delivery system and must be carefully designed for maximum effectiveness in distance learning. Providing assessment and
Report Number
DRDC-RDDC-2014-C115 — Contract Report
Date of publication
01 Jun 2014
Number of Pages
Electronic Document(PDF)

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