Active learning and instructor accessibility in online talent training: a field experiment in China during COVID-19

Abstract

Purpose Drawing on self-determination theory (Deci and Ryan, 2012) and Hew’s (2016) five-factor model, our study aimed to investigate the impact of two online training design factors (instructor accessibility and active learning) on learner’s self-efficacy and learning outcome amid the COVID-19 pandemic. Design/methodology/approach A randomized pretest-posttest control group field experiment was designed to assess participants’ self-efficacy and learning outcome of an online training program - territory business management plan, under three conditions: instructor accessibility, active learning, and controlled. Participants (N=87) were medical sales representatives from a Fortune-Global 500 pharmaceutical company’s subsidiary office in China. Data was analyzed with 2 (time) x 3 (group) MANOVA with time (pretest and posttest) as a repeated measure to investigate differences in changes in self-efficacy and learning outcome between three groups. Findings Overall, participants’ self-efficacy and learning outcome were significantly improved via the online training program for all three groups. Specifically, the impact of the training on learning outcome was the strongest for the active learning group, less strong for the instructor accessibility group, and the least strong for the control group. Originality/value Our research contributes towards understandings of the effectiveness of online talent training programs by examining two critical instructional design factors during a time of crisis. Our findings suggest that active learning (interactions with the training materials by purposeful self-reflection) might be a stronger predictor for increasing learning outcome than instructor accessibility (receiving feedback and tutoring sessions from the instructor) for online training programs.

Workplace Learning in China: Transferring Training Into Practice to Improve Performance

“…This result is counter to predictions made by past research which suggests that people who learn, engage with, and attend to the contents of a training program should show higher levels of intent to transfer what they learned into practice (e.g., Blume et al, 2010). While feedback from supervisors was expected to provide some additional benefit to representative learning and performance outcomes, though no benefit was found in the present study, which is similar to findings in another Chinese sample (Wang et al, 2021). Given the support found for Hypotheses 1 and 2, the present study lends weight to the argument that workplace learning does indeed translate into work performance in the context of Chinese pharmaceutical representatives.…”

“…In China, only a few studies have directly addressed learning in the workplace setting (Meng-Cheng & Su, 2015;Wang et al, 2021;e.g., Yan et al, 2001). The human resource development field as a whole is gaining traction in China, however, with several studies examining Chinese employee samples (Kim & McLean, 2014;Kim et al, 2006;Li & Huang, 2011).…”

Enhancing effectiveness of online training program through assessment of participant engagement index

“…Yang et al ’s (2018) studies highlighted learner engagement theories. Active learning was a stronger predictor than instructor accessibility on learning outcomes (Wang et al , 2022). Thus, it is imperative to measure learner engagement by acknowledging and appreciating learners responses, emotions and reactions.…”