Validating E-learning factors affecting training effectiveness

Lim, Hyochang; Lee, Sang-Gun; Nam, Kichan

doi:10.1016/j.ijinfomgt.2006.08.002

Cited by 144 publications

(145 citation statements)

References 44 publications

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“…Thus, the use of newly knowledge at work is not explained by the Communications of the IBIMA 10 employees' motivation but rather by the need to apply for new knowledge, skills and behaviors for the performance of the required tasks. These results contradict those found by Lim & al (2007). The authors showed the important effect of trainees' learning motivation on learning (Standard path = 0.427) and on transfer (Standard path = 0.509).…”

Section: Discussioncontrasting

confidence: 55%

“…(Kraiger, Ford, & Salas, 1993).The integration of training program within an organization must improve the performance of this last. Therefore, trainees in charge must perform training program and transfer new knowledge, skills and behavior learned during training (Lim & al, 2007).…”

Section: Perceived Usefulnessmentioning

confidence: 99%

“…Baldwin & Ford (1988) elaborated an integrated model on the process of learning and transfer (Lim & al, 2007).They defined learning effectiveness as a trainees' knowledge, skills and behavior learned in a training session and their effective application on their job. Empirical research on learning effectiveness focuses on the predictor of learning and examining their relationships with transfer (e.g., Ford, Smith, Weissbein, Gully, and Salas, 1998;Lim et al, 2007).…”

Section: E-learning Outcomesmentioning

confidence: 99%

“…Empirical research on learning effectiveness focuses on the predictor of learning and examining their relationships with transfer (e.g., Ford, Smith, Weissbein, Gully, and Salas, 1998;Lim et al, 2007). Learning refers to the learners' skills and knowledge acquired during training experience (Kirkpatrick, 1996).…”

Section: E-learning Outcomesmentioning

confidence: 99%

“…More specifically, the scientific conferences have published elearning studies in the ambition to understand the impact of learning across different types of delivery on the employees' performance on the one hand, and the competitiveness of organization on the other hand. Moreover, the academic research on e-learning effectiveness is becoming one of the current themes (Lim & al, 2007). The present research seeks indentification of the influence of motivation on learning, computer self efficacy, ease of use and perceived usefulness on e-learning outcomes.…”

Section: Introductionmentioning

confidence: 98%

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Individual and Perceptual Characteristics Influences On E-Learning Outcomes

Mbarek¹

2011

CIBIMA

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This paper aims to study the influence of individual and perceptual characteristics on elearning outcomes. A conceptual model, based on the social cognitive theory, technology acceptance theory and training evaluation model, is developed and tested on 410 trainees, in Tunisian context. Data analysis conducted by structural equations shows the importance of motivation to learn, perceptual usefulness and ease of use as factors that influence e-learning outcomes.

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Section: Discussioncontrasting

confidence: 55%

Section: Perceived Usefulnessmentioning

confidence: 99%

Section: E-learning Outcomesmentioning

confidence: 99%

Section: E-learning Outcomesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

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Individual and Perceptual Characteristics Influences On E-Learning Outcomes

Mbarek¹

2011

CIBIMA

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Introducing online training for health staff: An institutional perspective

Chrysantina

Sæbø

Kaasbøll

2022

E J Info Sys Dev Countries

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Online training has been gaining popularity for its flexibility and cost-efficiency. Its introduction challenges existing practices of in-service training which are mostly in the form of onsite training. Based on a participative, interpretive case study, we conceptualized in-service training as an institution, examining how the introduction of online training affected changes to the in-service training practices. Our research investigates three modes of in-service training; onsite training, self-paced online course, and synchronized online training. Two conflicting institutional logics that are associated with the first two modes of training emerge; onsite training logic and online training logic. The in-service training institution in Indonesia remained stable despite changes in technology used and the covid pandemic. The logic of onsite training continued to be dominant throughout the period, and most training practices in onsite training were carried over to the online training without reflections.

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Benefits and challenges of online teaching: Lessons and perspectives gained during the COVID‐19 pandemic

Wyatt

Aburto

Howe

et al. 2023

Natural Sciences Education

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Though universities have offered online education options since the 1990s, the coronavirus (COVID-19) pandemic led to increased online course development and implementation worldwide. Transitioning to online learning during the pandemic created challenges and opportunities for instructors and students alike, especially in the soil and environmental sciences, where laboratory and field work is essential for training students. Our review of the available literature and the authors' personal experiences suggests that many students struggled with the transition, with a lack of adequate internet access representing a significant barrier for many university students. Similarly, some instructors struggled with transitioning away from in-person learning, while others took the opportunity to create novel resources, institute new learning frameworks, and develop unique online course content. Here we seek to describe some of the major challenges and benefits related to the transition to online learning during COVID-19 as well as the efficacy of different online course types, including the perspectives of both university students and instructors based on both the authors' experience at three universities in two countries and on the published literature. Based on these findings, we also make recommendations regarding future online course development in soil and environmental science fields.

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Validating E-learning factors affecting training effectiveness

Cited by 144 publications

References 44 publications

Individual and Perceptual Characteristics Influences On E-Learning Outcomes

Individual and Perceptual Characteristics Influences On E-Learning Outcomes

Introducing online training for health staff: An institutional perspective

Benefits and challenges of online teaching: Lessons and perspectives gained during the COVID‐19 pandemic

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