An Examination on the Effect of Prior Knowledge, Personal Goals, and Incentive in an Online Employee Training Program

Abstract

This study explored factors that predicted learners' transformative learning in an online employee training program in a higher education institution in the U.S. A multivariate multiple regression analysis was conducted with a sample of 74 adult learners on their learning of a new learning management system. Four types of participants' behaviors were measured and aligned with 3 phases of transformative learning, namely, number of active visits in Phase 1, alignment of personal goals with actual actions in Phase 1, number of posted messages in Phase 4, and program completion in Phase 6. Results showed that prior knowledge was the strongest predictor of the early stages of transformative learning. Financial incentive had an effect on participants' Phase 1 of transformative learning. No significance was observed regarding the impact of personal goals. Implications and suggestions on providing and improving technology online training to employees were discussed in the end of this article for practitioners and researchers.

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

“…The three individual influences with contradictory effects were learners’ technological self-efficacy, learners’ expectations, and work-related aspects. Although we found that technologically proficient learners spent more time on the online learning management system than less technologically proficient learners, there was no strong relationship between learners’ technological self-efficacy and their completion of online professional learning courses (Gagnon et al, 2007; LoCasale-Crouch et al, 2016; Maor & Volet, 2007; Zha et al, 2017). As LoCasale-Crouch et al (2016, p. 115) suggested, “Perhaps the minimal amount of discomfort participants reported might have provided enough tension to actively engage with but not interfere with course participation.” For learners who had expectations from online professional learning, Zha et al (2017) found that learners were more likely to use the online learning system, but having expectations also could not explain whether learners completed courses.…”

“…Course structure differed by the target industry. Courses that included reflective or interactive activities through discussion forums were in the educational profession (e.g., Bonafini, 2017; Smith & Sivo, 2012; Zha et al, 2017). Alternatively, courses that included problem-based learning and knowledge tests were in the medical professions (e.g., Conte, 2012; Gagnon et al, 2007; Te Pas et al, 2016).…”

“…All system influences and all but one environmental influence positively affected behavioral engagement. The influence of learners being offered rewards for completing online professional learning had contradictory findings (LoCasale-Crouch et al, 2016; Zha et al, 2017). Burns (2013) and Y.…”

“…Behavioral engagement was positively related to several aspects of learners’ perceptions towards online professional learning (i.e., attitude toward online learning, expectations, outlook on professional learning). Increases in learner expectations of online learning were not associated with increased course participation or completion (Zha et al, 2017). However, learners who had been surveyed about their expectations of what they would like to achieve at the beginning of the course were more likely to complete course activities (Sweeney et al, 2008).…”

“…To classify measures of engagement, JL repeated the procedure for categorizing predictors. For example, all course completion measures were grouped together (two studies used learning analytics to identify who completed the course; Patterson & Resko, 2015; Zha et al, 2017), and course completion was one of many groups categorized as behavioral engagement. Again, a second author checked grouping and categorization, with disagreement resolved through discussion.…”