Does Webinar-Based Financial Education Affect Knowledge and Behavior?

Professional accounting bodies in Canada and the United States, and throughout the world, have funded programs to improve financial literacy for many years. This ongoing interest stems from the expected benefits of improved financial behavior for individuals, society, and financial markets. However, the fact that relatively little research on financial literacy has been published in accounting journals suggests that few accounting academics are aware of, interested in, or motivated to work on the topic. This review helps to identify what we know about the effectiveness of financial education programs intended specifically for young adults, who constitute the demographic group likely to gain the most from improved financial literacy. Our review identifies factors that impinge both on the effectiveness of financial education programs and the research examining these programs. Noteworthy factors include (1) a lack of theoretical frameworks to guide the programs and research on the programs, (2) a tendency for outcome measures to capture financial knowledge rather than financial behaviors, and (3) the need for stronger research designs. We also note some possible instructional design considerations in developing financial education programs and highlight financial literacy as a promising area of research for accounting academics. Our findings can help guide improvements to financial education programs and encourage further research to assess the effectiveness of financial literacy programs.

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Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

Gegenfurtner

Zitt

Ebner

2020

Int J Training Development

109

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What are the reactions of training participants toward digital webinar‐based training programs? Webinars are digital tools to deliver training and education through synchronous audiovisual communication among remotely located training instructors and participants. A webinar is a special case of web conferencing that serves the educational function of learning and teaching. Because the previous literature underemphasized the webinar process and qualitative learner experiences, the present study aimed to explore the reactions of 419 trainees toward 48 webinars in the four content areas supply chain management, industrial management, early childhood education and mathematics, the present study used a sequential mixed methods research design. The quantitative part of the study employed a multi‐item online questionnaire to measure satisfaction and reactions toward the webinar trainer; survey responses were analyzed to estimate mean differences across webinars. The qualitative part of the study employed narrative interviews with 23 trainees; interview transcripts were analyzed with qualitative content analysis to identify how the instructional design, webinar content and implementation can be improved for future web conferences. The findings indicate that early childhood education trainees had the highest satisfaction levels. Trainees preferred greater levels of learner‐teacher interaction, less time spent on discussing task solutions collaboratively and digital webinar recordings as a follow‐up possibility at home or in the workplace. Trainees also liked the fact that webinars afforded the possibility to deepen the content, to prepare for upcoming exams and to have virtual consultation hours with the facilitator. Furthermore, trainees preferred webinars no longer than 90 min and webinars on weekdays after work rather than at weekends. Optimal internet/broadband connections were perceived as a requirement across web conferencing and virtual classroom programs for effective digital education. Implications of the findings for educational technology, human resource development and professional learning are discussed.

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Does Webinar-Based Financial Education Affect Knowledge and Behavior?

Cited by 6 publications

References 4 publications

Technology-mediated financial education in developing countries: a systematic literature review

Technology-mediated financial education in developing countries: a systematic literature review

The Relationship Between Financial Education in Young Adults and Financial Literacy: A Review of the Literature in Canada and the United States^*

Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

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Does Webinar-Based Financial Education Affect Knowledge and Behavior?

Cited by 6 publications

References 4 publications

Technology-mediated financial education in developing countries: a systematic literature review

Technology-mediated financial education in developing countries: a systematic literature review

The Relationship Between Financial Education in Young Adults and Financial Literacy: A Review of the Literature in Canada and the United States*

Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

Contact Info

Product

Resources

About

The Relationship Between Financial Education in Young Adults and Financial Literacy: A Review of the Literature in Canada and the United States^*