Revalidate Forms of Presence in Training Effectiveness

Lin, Shin-Yi; Hung, Tze-Chien; Lee, Chia-Tsung

doi:10.1177/0735633115588772

Cited by 37 publications

(25 citation statements)

References 61 publications

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“…Many other studies revised the CoI framework by integrating some new elements into the CoI framework and by examining the relationships between these new elements and the original three CoI elements. For example, Lin et al (2015) found that self-efficacy is a complete mediator between cognitive presence and social presence. In this case, self-efficacy is a new element integrated into the CoI framework.…”

Section: Literature Reviewmentioning

confidence: 99%

COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

et al. 2021

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The COVID-19 pandemic has brought a tremendous impact on the pedagogy and learning experience of students in sub-degree education sector of Hong Kong. Online learning has become the “sole” solution to deal with student learning challenges during this chaotic period. In this study, we explore online learning for sub-degree students by using a community of inquiry (CoI). As such, confirmatory factor analysis (CFA) was conducted on survey data gathered from 287 sub-degree students from the business and engineering disciplines. Results indicated that the network speed for online education determines the perceived cognitive presence, social presence, and teaching presence of students, whereas gender and academic disciplines of students are not moderating factors that create a significant difference in perceived cognitive presence, social presence, and teaching presence of students. Our study findings for creating and sustaining a purposeful online learning community are highlighted.

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Section: Literature Reviewmentioning

confidence: 99%

COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

et al. 2021

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“…Meanwhile, academic self-efficacy and computer self-efficacy were affected by content quality and system quality. Based on the community of inquiry framework, Lin et al [76] investigated the relationship among forms of presence, self-efficacy, and training. The results showed that the teaching presence has a positive prediction on social presence, self-efficacy, and cognitive presence.…”

Section: Factors Influencing Self-efficacy In Online Learningmentioning

confidence: 99%

An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

Peechapol

Na-Songkhla

Sujiva

et al. 2018

Int. J. Emerg. Technol. Learn.

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This review examines 12 years of research by focusing on the following question: What are the factors that influence self-efficacy in an online learning environment? There has been a plethora of research concerning self-efficacy. However, few works have focused on the sources of self-efficacy in online-learning environments. Systematic searches of numerous online data-bases published between 2005 and 2017, which covered factors influencing self-efficacy in online learning context, resulted in the investigation of 25 studies. The data were extracted, organized and analyzed using a narrative synthesis. Results revealed that various factors improved self-efficacy and provided evidence of significant sources of self-efficacy in the context of online learning. Moreover, the investigation provides guidance for further research in designing online learning environments to enhance the self-efficacy of learners.

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“…The trainee's affective reaction (H1h) to training was also supported by the literature, although it received little attention previously (Lin et al, 2015). Positive emotional responses influence satisfaction, which in turn influence training transfer (Joo et al, 2014).…”

Section: Training Characteristics and Training Transfer (Objective 1)mentioning

confidence: 80%

Training transfer to the workplace: a study of corporate English language training in hospitals

Vanaphuti²

2021

JWL

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Purpose This study aims to examine factors that affect the effectiveness of transfer of English language training to the workplace. It investigates the effect of trainee characteristics, training design and work climate on the training transfer to job performance in hospitals in Thailand. Design/methodology/approach The quantitative method was adopted in this study. The conceptual framework was developed from Lim and Morris’ three-factor model, namely, trainee characteristics, training design and work climate. A total of 378 valid responses from staff of seven hospitals in Thailand were collected from surveys. Findings The findings suggest that training transfer depends more on trainees’ psychological state (affective response and self-efficacy) than extrinsic factors. Nearly every aspect of training design could affect training transfer, except trainer effectiveness. This could be related to the particular context of training and the trainees’ prior experience. Work climate factors had the strongest overall effect, with peer and supervisor feedback, compensation and incentives and transfer opportunities being significant. Originality/value This study proposes that training design and work climate-related factors deserve more attention than what they have received previously. This study is significant because of the limited empirical evidence for English training transfer outcomes, and the under-examined role of English as a lingua franca in the business world. The findings can help organisations refine training designs and adjust the work environment to improve training outcomes.

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Revalidate Forms of Presence in Training Effectiveness

Cited by 37 publications

References 61 publications

COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

Training transfer to the workplace: a study of corporate English language training in hospitals

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