The Army Battle Command System (ABCS) is a force multiplier because it enhances the dissemination, analysis, and storage of critical battlefield information. Effective employment of this system in operational contexts requires well-trained Soldiers and leaders. To evaluate the effectiveness of digital system training, we examined the techniques and practices of ABCS instructors of four major ABCS systems.

This paper describes the training techniques of digital instructors from the standpoint of cognitive, behavioral, and constructivist theories and offers guidance for improvement based on the literature. A total of 24 days of training was observed across eight separate classes covering four ABCS systems. Observers recorded a number of instructional activities including the incidence of training techniques (e.g., use of memory aids, pointing out screen prompts and cues, emphasizing active learning) and classroom activities (e.g., lecture, guided demonstration, practical exercise). Instructors predominantly taught with cognitive and behavioral techniques such as demonstrating the steps of a task while the students repeated the steps on their own computer. Research has shown that constructivist techniques such as guided exploration can improve the acquisition and transfer of digital skills over the techniques currently in use; therefore, instructors would do well to incorporate these types of techniques into their teaching repertoire. In addition, best practices from across classrooms were identified and discussed.