The Army Learning Model (ALM) calls for a transformation of classroom instruction from lecture-based direct instruction (DI) to "context-based, collaborative, problem-centered instruction" (PCI). Additionally, ALM purports that DI is more appropriate for well-defined training domains, such as how to fill in administrative forms, while PCI is more appropriate for ill-defined training domains, such as how to formulate a periodic counseling or job performance evaluation. However, a survey of current learning science does not yield unanimous support for these proposed transformations.

The research reported here sought to assess the effectiveness of the ALM prescriptions applied to training a typical Army task. A DI-based and a PCI-based version of an Army training module (Noncommissioned Officer (NCO) Evaluation Report Preparation) were constructed and each administered to Infantry Advanced Leader Course classes. The expectations were that (1) DI students would out-perform PCI students on tests of well-defined elements, and PCI students would out-perform DI students on tests of ill-defined elements and (2) the magnitude of the differences would warrant the addition of PCI.

The results showed that PCI was, as expected, more resource intensive than DI, but that, although all students had improved at course end, there were no practically significant differences between DI and PCI students on test items of either well-defined or ill-defined elements. The results confirm that the Army's transformation to PCI may in some cases yield no corresponding increase in training effectiveness to warrant the additional effort. The paper also addresses issues associated with quantitative comparison of different pedagogical models and issues associated with trading off training effectiveness vs. training cost.