Trainee reactions to learner control: an important link in the e-learning equation

Summary by Ian B. Mondrow, PHR

The evolution of e-learning technology has revolutionized employee development for corporations due to its convenience, electronic record keeping and learning management. The benefits to e-learning include reduced delivery cycle time, more convenience for learners and consistency within training among locations. E-learning also opens the opportunity for learner control, or the degree to which a learner is given control over the course features including pace, content and structure of courses. This allows the learner to modify the learning experience to their liking.  It may also assist in comprehension of learning content because a learner is able to review unclear information or provide additional details on areas of interest.

In this quasi-experimental study, 237 undergraduate students at a large public university in the Eastern United States were recruited as participants. Participants were put into one of two groups: training with interactive features (no learner control) or training with or without interactive offered at the learner’s choice (learner control). Participants in the group with learner control were asked if they would like to complete the course with interactive controls. 8 individuals in the learner control group opted out of using learner controls and therefore were not included in analysis. In the sample offered learner control, users could chose the number and order of videos to view, utilization of a video progress bar, interactive transcripts, access to an interactive outline and pop-up windows to highlight key learning points.

Reactions to control-based features offered were evaluated using 10 items developed by the researchers to measure affective-based reactions and utility-based reactions on a 5-point scale. Affective-based reactions were used to measure the emotional responses from participants (i.e. if they liked it, annoyed by it, etc.) while utility-based actions are based on their perceived ease of use (i.e. difficult, easy, etc.). In addition, four items were used to measure learner satisfaction on a five-point scale.  Finally, learning was measured using a multiple choice knowledge assessment with 12 questions.

Participants completed the study during a regular class period of their management class and completed the course with 20-35 people in the room at the same time.  Results showed that were was no correlation between control condition and satisfaction as the statistical analysis was not significant. However, a statistically significant correlation was found between learner control and trainee reactions (r = .13, p < .05), suggesting that learner controls created an experience that had more positive reactions. An independent samples t-test confirmed the difference between the two learning conditions, t (225) = -2.00, p <.05), with the no control condition (m = 3.58) and control condition (m = 3.74).  It was also found learner satisfaction was positively related to course reactions (r = .42, p < .01). Training satisfaction was then examined to determine if it positively affected learning satisfaction. Findings were significant using a hierarchical regression on training program satisfaction and learner GPA (β = .14, ΔR²=.02, p <.05).

The study introduces a variety of findings. First off, it shows that overall satisfaction is not enhanced by control but participants are more likely to prefer an e-learning program with learner control, even if makes the training more complex. As a result of the findings, learners are likely to be more satisfied with a learning course that provides control, thus increasing the overall perception of learning.  However, several limitations are present in this study. First off, the sample used is composed of college students, who are generally accustom to web-based technology. In addition, they are not working professionals so their preferences for learning may be different. Furthermore, the study only included students from one university, and therefore cannot be applied to the population.

IMPLICATONS FOR HR PROFESSIONALS

The study introduces some fascinating findings that are applicable to both training and instructional design professionals. It shows that learners like to feel as though they are control of the online training. To increase the overall reactions, it is suggested to provide learners with a variety of options within e-learning modules. This can include the option to obtain additional information, controlling the speed of the presentation, and providing different learning options (i.e. audio transcripts, outlines, etc.), and the order of information.

These findings show how important it is for organizations to utilize instructional designers. Instead of just creating a basic slideshow, instructional designers can create innovative online courses that grant learners more control of the content. Instructional designers are knowledgeable about the tools offered in software, such as Adobe Captivate or Articulate, and can design intricate learning.

One easy way to achieve learner control is develop e-learning that is not sequential. Therefore, learners can cover different sections of the training as long as they complete it all. This allows learners to first learn about the content that appeals to them most. Online training should not feel like participants are watching a slideshow that only allows them to move forward. Give learners the option to replay, review and pause. This can be easily achieved by providing a table of contents on the side of the training. This allows for easier navigation for the learner.

If learners are offered online courses that provide them more control, it may be suggested that learners feel more empowered in their learning; thus, resulting in more positive reactions towards training offered and increasing their satisfaction of the overall learning experience. This is crucial for learning organizations that emphasize employee development and want their employees to continue to utilize learning resources.

Source: Fisher, S.L., Wasserman, M.E., Orvis K.A. (2010). Trainee reactions to learner control: an important link in the e-learning equation. International Journal of Training and Development, 14 (3), 198-208. 

Understanding Participation in E-Learning in Organizations: a Large-Scale Empirical Study

Summary and Commentary by Ian B. Mondrow

In 2009, it was estimated that the training industry was worth $90 billion worldwide (ASTD, 2009 as cited in Garavan, Carbery, O’Malley and O’Donnell, 2010). $20 billon was focused primarily on e-learning (Patterson et al.,2 009 as cited by Garavan et al., 2010). In the UK alone, it is estimated that the e-learning business will increase 8-15% per annum. This increased interest is the reason that e-learning has become a popular topic in academic research.

E-learning is education that is supplied and facilitated through modern technology with the intent of employee development. As e-learning has increased in popularity, several concerns have been identified, including: poor participation, increased drop-outs, and e-learning acting as a sole source of learning. Garavan, Carbery, O’Malley O’Donnell (2010) sought out to examine a several variables that may impact the participation of employees in e-learning training (the dependent variable). These are listed and defined below:

•  General-person characteristics – The general demographics of a population. In this specific study, it focuses on age, gender, education level, years of experience, mobility experiences and organizational tenure.
• Instructional Design Characteristics - Characteristics of e-learning that include the quality of the content, quality of facilitation, allotted time and the option to provide feedback or receive additional support.
• Motivation to learn – An individual’s motivation to learn reflects the extent to which an individual is interested in participating in a training and utilizing the knowledge acquired.
• Self-efficacy – An employee’s perception of his/her ability to participate in e-learning.
• Perceived barriers and enablers – Events or conditions that can hinder or encourage the participation in e-learning activities.

Surveys were administered to 275 Irish organizations with a response rate of 557 individuals. 40% of these individuals worked for a multinational organization that were Irish owned. Participants had the option to complete the survey online or mail in a paper copy. The survey asked for responses on a 5 point scale (1 strong disagree/low importance; 5 strongly agree/high importance) with 16 items evaluating motivation to learn, 13 items to measure self-efficiency,  32 items to review perceived barriers and enablers, 12 items reflecting on the instructional design of e-learning.  Participation in learning was measured by asking participants if they had participated AND completed any e-learning sessions in the past year.

General-person characteristics (β = .12, p < .05) shared a positive relationship with participation in e-learning. More specifically, positive small relationships existed between social class (β = .10, p < .05) and participation. Job tenure (β -.12, p < .05) also had a minor relationship to e-learning participation. Several negative relationships were also present for the following variables: age (β = -.42, p < .05) and company tenure (β = -.14, p < .05).

Instructional design characteristics (β = .11 p < .05) had significant relationships to participation. Motivation to learn also had a relationship to participation. After further examination, it was found that content quality (β = .15, p < .05) and feedback/recognition (β = .11, p < .05) shared a weak relationship with e-learning participation.

Furthermore, motivation (β = .49, p < .05) shared a moderate relationship with e-learning participation. Social support and self efficacy (β  = .37 , p < .05) were found to have a positive relationship with learning participation but situational constraints (β = -.32, p < .05)  shared a negative relationship with participation.

The findings show that motivation to learn had the strongest relationship to course participation. Motivation can be influenced by creating a culture that encourages employees to be continuous learners and regularly provides them with learning opportunities. In addition, if leadership and management demonstrate this behavior, employees will be more likely to see the value of education and be more motivated to participate in e-learning. All of the other findings support the notion that training needs to be applicable to the job, easy to understand, and engaging.

Overall, the study had a large population of data to work with, which is a rare quality of academic articles. However, one limitation of the study is that the data was collected using self-reprots from participants. Therefore, there is a possibility of bias from study participants.

As a reader, there were several additional concerns that were noticed. What was most shocking was to find several typos in an article published in an academic journal. There were several instances where the wrong letter was missing or the numbers did not match up to the wording. This raises some questions regarding the validity of the journal and the article. If it was able to be published with these mistakes, what does it say about the researchers attention to detail when implementing the experiment, entering data and conducting analysis. One must question if their results are truly accurate.

IMPLICATONS FOR HUMAN RESOURCES PROFESSIONALS

While there are some valid concerns about the articles creditability, it introduces some interesting findings.

First and foremost, it identifies that e-learning may not be appropriate for all audiences. There is a possibility that older employees may benefit more from classroom training. Therefore, it is would be an organization’s best interest to determine their intended audience for all training before it is implemented in e-learning. A training is no help if the intended audience has no interest in its training approach.

It also identifies that learner motivation is crucial for participation in e-learning. Therefore, for an organization to  ensure the e-learning courses are being utilized, it is vital to instill a culture that encourages employees to take the initiative in their own professional development. Management should work closely with employees to help them with developmental plans so they are aware of what training they need to grow. Company executives should also demonstrate the importance of learning by regularly discussing its value, participating in professional associations and participating in learning opportunities within the company. An organization that does not communicate this is likely to have employees with less motivation and interest in utilizing the available e-learning courses.

The study also demonstrates the importance of appropriate instructional design. Employees need to ensure that they are receiving the content they need to be successful in their role at the organization. However, there are two levels to content: (1) offering the right courses and (2) providing accurate and easy to understand information. The best way to achieve both of these is to conduct a needs assessment before designing any training. A needs assessment will help to determine if a training will assist employees in their job or if there is a solution outside of training that would be more efficient. During a needs assessment, a designer will also work with subject matter experts to understand the content. This is an opportunity for the designer to ensure that learners will get the information that is applicable to their job and the organization. In addition, learners should have the option to provide feedback on training to allow instructional designers to make needed updates. Employee feedback is crucial for employees to continue using e-learning because they want to ensure that their voice is being heard.

Source: Garavan, T.N., Carvery, R., O’Malley, G., & O’Donnell, D. (2010). Understanding participation in e-learning in organizations: a large-scale empirical study of employees. International Journal of Training and Development, 14 (3), 155- 168).