The trainer‐trainee interaction: An attributional model of training

Steiner, Dirk D.; Dobbins, Gregory H.; Trahan, Wanda A.

doi:10.1002/job.4030120403

Cited by 35 publications

(29 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, Santhanam, Yi, Sasidharan, and Park (2013) suggest that attribution theory (Steiner, Dobbins, & Trahan, 1991) might provide feedback that improves self-efficacy beliefs regarding IT artifacts in the learning process and should, in turn, leverage faithfulness beliefs. As such, cognitive load theory also provides valuable insights for theory and the design of LMS, especially in the area of HCI (Sweller, 1988;Sweller, Ayres, & Kalyuga, 2011;Sweller & Chandler, 1991).…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Individual Appropriation of Learning Management Systems—Antecedents and Consequences

Janson¹,

Söllner²,

Leimeister³

2017

THCI

View full text Add to dashboard Cite

Abstract:IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the tasktechnology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology-mediated learning processes while also making a practical contribution by deriving implications for LMS application.

show abstract

Section: Theoretical Implicationsmentioning

confidence: 99%

Individual Appropriation of Learning Management Systems—Antecedents and Consequences

Janson¹,

Söllner²,

Leimeister³

2017

THCI

View full text Add to dashboard Cite

show abstract

“…As noted by Steiner, Dobbins and Trahan ( [22], p. 23), 'trainees should perceive trainer behaviors which are directed at the factor to which they attribute their training performance as more appropriate than trainer actions directed at other factors'. Content include perceived trainer mastery of topics and choice of appropriate teaching styles and methodology, such as use of teacher directed and group activities, role plays and case studies, as well as effective time management [23].…”

Section: Effects Of Future Orientation On Context Performancementioning

confidence: 99%

Exploring the Mediating Role of Training on the Relationship between Future Orientation and Context Performance

Yang¹,

Fang²,

Huang³

2017

JBMS

View full text Add to dashboard Cite

This study aimed to determine the mediating role of training (perceived trainer performance, PTP; perceived usefulness of training, PUT and perceived efficiency of training, PET) between future orientation and context performance. Questionnaire was the tool of collecting data from a sample of (210) pharmacists. The results of the study indicated that there is a positive effect of future orientation on context performance. Also, there is partial effect of the three mediator variables (perceived trainer performance, PTP; perceived usefulness of training, PUT and perceived efficiency of training, PET) on the relationship between independent and dependent variables.

show abstract

“…We propose that, as in the past, we should not focus solely on using TAM constructs, but we must use other constructs that may indirectly affect user acceptance of technology, such as computer self-efficacy, computer anxiety, enjoyment, and attitude toward the target technology (Taylor and Todd, 1995;Yi and Hwang, 2003). Social cognitive theory (Bandura, 1977(Bandura, , 1986(Bandura, , 1997 and attribution theory (Steiner et al, 1991) can help us manipulate these constructs to exert indirect positive effects on affective training outcomes.…”

Section: Additional Training Outcomes and Interventionsmentioning

confidence: 99%

“…We propose that attribution theory (Steiner et al, 1991), although not yet used in IT training research, could be applied to designing training such that it provides feedback to help users make positive attributions about their skills, reduce their computer anxiety, improve their self-efficacy beliefs, and enhance their attitudes. According to attribution theory, people tend to develop causal explanations for events and behaviors such as their performance on a given test or task.…”

Section: Additional Training Outcomes and Interventionsmentioning

confidence: 99%

Untitled

2013

THCI

View full text Add to dashboard Cite

Researchers investigating issues in the domain of training and human-computer interaction share a common interest in ensuring that users are skilled in the use of Information Technologies (IT). When users have the necessary skills, they can utilize IT productively and also have a pleasant human-to-computer interaction. Over the past three decades, Information System (IS) researchers have made considerable efforts in identifying the most effective ways to develop users' IT skills. However, at this point in time, there are many changes taking place in the IT environment and organizations find it challenging to keep their employees trained and updated on IT skills. Hence, it is important for the IS community to respond by taking the lead in identifying and conducting research that can help organizations effectively address these challenges. We take the first step in conducting a comprehensive review of training research published in major IS and HCI journals over the past three decades so as to synthesize IT training research, provide an integrative understanding of findings, and propose directions for future research.Our study indicates that while IS research on training has made steady progress in advancing our understanding of alternative IT training methods and cognitive learning processes, it also has several shortcomings. Past research has: a) focused primarily on the training program without sufficient attention to activities prior to and after the program, b) used a small set of theoretical foundations, and c) focused on a few topics and on single-user systems rather than integrated enterprise systems. Critical issues such as improving user motivations prior to training, transfer of training skills to the workplace, assessment of training, and supporting user learning that occurs after training have not been given adequate attention. We identify several research opportunities by tapping into relatively unexplored theories and urge researchers to continue research to address the gaps identified in this comprehensive review as well as to develop innovative methods to help employees learn through newer channels, such as e-learning and social media.

show abstract

The trainer‐trainee interaction: An attributional model of training

Cited by 35 publications

References 68 publications

Individual Appropriation of Learning Management Systems—Antecedents and Consequences

Individual Appropriation of Learning Management Systems—Antecedents and Consequences

Exploring the Mediating Role of Training on the Relationship between Future Orientation and Context Performance

Untitled

Contact Info

Product

Resources

About