As we explore data-driven learner models, let’s define the metrics that contribute to the execution and analysis of data-driven decision making, identify different data-driven learner models, and outline the metrics used for strategic implementation of learning.

Let’s take a course where the training delivery model is Online or Web-Based Training (WBT). The evaluative data collection method is “demonstration of skill” (course build) and the type of data collection is qualitative.

Introduction to Canvas: This asynchronous online course is designed for faculty and staff who have never used the Canvas learning management system or are just getting started using Canvas. Participants will be introduced to the Canvas basic instructional features, such as assignments, discussions, content pages, modules, and much more. This course’s time commitment is approximately 6 hours, but individual time contributions will vary depending on participant familiarity with learning management systems and the degree of computer savvy.

The first week of the course focuses on getting comfortable with the technology used to interact with students. Also, faculty are provided with many resources on Canvas.

After learners become comfortable with Canvas technology, the remainder of the course focuses on building a first online course, setting expectations for online students, and effectively facilitating course communication. Throughout the course, faculty interact with each other as students would: through the discussion board.

Online or WBT is an anywhere, anytime learning medium, which is made available via the web. It allows learners to learn at the desired pace, and the training can self-directed as well. WBTs provide the flexibility of learning and give the learners the convenience of accessing the training from any place. WBTs promote effective learning and retention, such as response, interaction, problem-solving, and critical reasoning skills. They also learn by doing.

Introduction to Canvas will be customized and designed to be learner-centric, which ensures better understanding. As the university may offer this course for “non-faculty,” they can learn while working. Employees need not take a leave or a break to learn new things. Introduction to Canvas will also be continuous learning with flexibility, ease, and convenience, making it easy to access learning programs that are targeted, easy to comprehend, and useful.

Qualitative research is multi-method in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them (McLeod, 2019).

Learners will be required to produce a sample course as a culmination of their learning. It will be the final project. Also, learners will be asked to provide feedback on their learning mate’s projects.

Since this course may be open to anyone in the university, it will be interesting to see the topics or subjects of learners’ courses. For example, are HR professionals wanting to offer courses or mini-courses to other people in their department or faculty? Are business office personnel wishing to provide training in the use of purchase orders or other business office functions? By offering this course to all university employees, we will analyze which processes, topics, or subjects university employees need training or familiarity with.