Evaluación de la formación eLearning en el Instituto Nacional de Administración Pública: resultados del estudio MEEL

Abstract

Palabras clave Formación continua, eLearning, Eficacia de la formación, Evaluación de la formación, Transferencia del aprendizaje. Evaluation of eLearning in National Institute of Public Administration -INAP-. Results of MEEL study Abstract This paper presents the overall findings of MEEL (eLearning Evaluation Model) study, conducted in 2015 for the National Institute of Public Administration (INAP) in Spain. The aim of the study is to develop an integrated evaluation model of online training in the context of public administration. This model was implemented on seven online training activities, in order to improve the use of public resources.The MEEL model includes different levels of evaluation: satisfaction, learning, instructional design, implementation and transfer. Different questionnaires and check-lists were used; these were addressed to the trainees (n=323), trainers and training managers.The evaluation results show medium-high levels of satisfaction and learning. Furthermore, learning, unlike satisfaction, is related to transfer; thus, the more learning occurs in an online training activity, more transfer will be produced in the workplace. Findings also highlight some barriers to transfer already observed in previous research on training at public administrations: lack of adjustment to the training needs, inconsistency with the organizational strategy and lack of support in the workplace.

Trainees’ Personal Characteristics in the Learning Transfer Process of Permanent Online ICT Teacher Training

“…We would note that most of the study participants were looking for training with a pedagogical approach, because even those who already had prior training in ICTs stated that the usual courses were very much (excessively) focused on technological components (technological literacy, in fact) and not on the exploitation of ICTs for teaching purposes [19]. In this sense, the lack of training that led them to seek out a course was clearly related to acquiring pedagogical knowledge in the use of ICTs, which was addressed throughout the course and correlated with a desire to put learned content into practice.…”

“…Additionally, such training is generally very technological in nature, unaccompanied by specifically pedagogical goals [19].…”

On the Concept of Learning Transfer for Continuous and Online Training: A Literature Review

“…However, the development of tools and learning modalities through e-learning is growing in the contexts of training actions, but these are not accompanied by pedagog-ical proposals [18]. There is a preponderance of assessments in e-learning focused on technologies, but there is a lack of research from a pedagogical approach to learning.…”

“…One of the most influential proposals in the evaluation of training programs is Kirkpatrick's model, which has four evaluation levels: reaction, learning, transfer, and impact [16]. With more and more studies dedicated to transfer, the theoretical model developed by Baldwin and Ford [2] has emerged, which, as mentioned above, continues to be a reference in empirical studies on transfer [3][4][5]11,13,18]. From these studies, both in business and education, it is possible to identify three groups of factors that stimulate or inhibit the learning transfer process: the design of training, aspects of the individual, and organizational environment (Figure 1).…”

A Hybrid Methodology for the Evaluation of Clinical Practice in Final-Year Nursing Students

“…These are the academic professors A self-completed questionnaire (ad hoc): This questionnaire was created by the authors and was based on the specific needs of collecting short-term satisfaction with the hybrid model of learning. The questions of the ad hoc questionnaire were based on the models of three authors, Cabero Almenara [21], de Milenca Vilca Pozo et al [22] and Pineda Herrero et al [23]. Information was collected using the ad hoc questionnaire, which included a total of 50 questions on a Likert-type scale scored from 1 to 4 (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree).…”