Web-based training: Using technology to design adult learning experiences

Driscoll, Margaret; Tomiak, Gail R.

doi:10.1002/pfi.4140390316

Cited by 54 publications

(51 citation statements)

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“…This study considers elearning as it applies to the workplace or organizational environment. Due to its flexibility to access, just-in-time delivery and cost-effectiveness, e-learning has been adopted by organizations, especially by small and medium-sized enterprises for support of learning and training in the workplace (Sambrook 2003;Driscoll 1998). With the increasingly significant role of professional skills and expertise in organizational development, practices and studies on workplace e-learning have received increased attention (Zhang et al 2003).…”

Section: Introductionmentioning

confidence: 99%

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

Wang

2009

Inf Syst Front

125

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E-learning is emerging as a popular approach of education in the workplace by virtue of its flexibility to access, just-in-time delivery, and cost-effectiveness. To improve social interaction and knowledge sharing in e-learning, Web 2.0 is increasingly utilized and integrated with e-2 learning applications. However, existing social learning systems fail to align learning with organizational goals and individual needs in a systemic way. The dominance of technologyoriented approaches makes e-learning applications less goal-effective and poor in quality and design. To solve the problem, we address the requirement of integrating organizational, social, and individual perspectives in the development of Web 2.0 e-learning systems. To fulfill the requirement, a key performance indicator (KPI)-oriented approach is presented in this study. By integrating a KPI model with Web 2.0 technologies, our approach is able to: 1) set up organizational goals and link the goals with expertise required for individuals; 2) build a knowledge network by linking learning resources to a set of competences to be developed and a group of people who learn and contribute to the knowledge network through knowledge creation, sharing, and peer evaluation; and 3) improve social networking and knowledge sharing by identifying each individual's work context, expertise, learning need, performance, and contribution. The mechanism of the approach is explored and elaborated with conceptual frameworks and implementation technologies. A prototype system for Web 2.0 e-learning has been developed to demonstrate the effectiveness of the approach.

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Section: Introductionmentioning

confidence: 99%

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

Wang

2009

Inf Syst Front

125

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“…Schank (2001) refers to learning activities involving computer networks as eLearning and stresses that eLearning is not merely distance learning. Much literature associates eLearning with Web-based learning over the Internet (Driscoll, 2002;Horton, 2000;Rosenberg, 2000). At this time in human history when technology is evolving at a breathtaking pace, the definition of eLearning must not be associated with a particular technology.…”

Section: Introductionmentioning

confidence: 99%

Determinants of Intention to Use eLearning Based on the Technology Acceptance Model

Punnoose¹

2012

JITE:Research

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Executive SummaryThe purpose of this study was to find some of the predominant factors that determine the intention of students to use eLearning in the future. Since eLearning is not just a technology acceptance decision but also involves cognition, this study extended its search beyond the normal technology acceptance variables into variables that could affect the cognition of an individual due to his or her unique characteristics.The variables in the literature of technology acceptance studies can be classified broadly into 5 categories. They are Individual Differences, Beliefs, Attitude, Behavioral Intention, and Actual Behavior. Since the Technology Acceptance Model (TAM) is the most widely used model to study the acceptance of technology, this study adopted TAM and further extended it based on the recommendations from the literature of information systems and information technology.It can be said that eLearning is in the 'Early Adopters' stage in the academic sector and at the 'Early Majority' stage in the corporate sector of the innovation diffusion process. Individual differences are among the external variables said to influence the belief variables in TAM. The research intent is to understand what individual differences can be observed as the characteristics of early adopters of eLearning. Personality traits are one of the predominant measures of individual differences. This study employs the big five personality trait measures to measure the personality types of individuals engaged in eLearning and how they influence their decision to further engaging in eLearning. The variables of the research model are categorized into individual differences, beliefs and behavior. Apart from the TAM variables, i.e., Perceived Ease of Use (PEU) and Perceived Usefulness (PU), this study has incorporated Perceived Enjoyment (PE) which is a measure of intrinsic motivation and Subjective Norms (SN) into the beliefs variables category.This research was conducted among the master degree students of eLearning programs at a University in Thailand. There are 750 students who have completed or are currently enrolled in these programs at the university. The students comprise both Thai national and international students. A total of 249 usable questionnaires were collected. The respondents studied in eLearning master degree programs from a total of 26 different countries with majority of the respondents (83 percent) residing in Thailand. Most of the respondents (67 percent) had no prior experience with eLearning and the majority (64 percent) of respondents were females. Compared to the females, the males enjoyed eLearning more and expressed stronger intentions to use eLearning in the future.Respondents with prior eLearning expeMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for ...

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“…Research on the effects of technology for adult learning point to the importance of using a variety of multimedia tools and the web (Driscoll & Alexander, 1998;Ginsburg, 1998;Graebner, 1998;Hyerle, 1996;Rosen, 1999). Web-based learning meets the needs of many 21 st century learners.…”

Section: Feasibility Of Web-based Instructionmentioning

confidence: 99%

Telepractice in the Schools: Virtual Services Help Clinicians Do More with Less

Juenger¹

2009

Leader

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Western Illinois University in Macomb, Illinois. The project began in September 2004. EC-TIIS 3's goals were four-fold: (1) to test the effects of EC-TIIS' online training developed during EC-TIIS Phase 1 and tested and refined during Phase 2 on a diverse audience in large, complex settings, ultimately providing a teaching/learning community web site easy for families and educators to access and use; (2) to improve access to functional use of technologies in developmentally appropriate curriculum targeting young children with disabilities and their families; (3) to determine the effects of strategies to increase the quantity and quality of webbased training and data collection; and (4) to further refine EC-TIIS usability, to advance the availability, quality, and use of technology in addressing the practical problem of improving online education. The EC-TIIS site is a unique teaching/learning website that combines training content from the Center's tested and effective early childhood technologyrelated projects into a series of nine workshops designed to provide technology knowledge and skills. EC-TIIS 3 was designed to further test and confirm Phase 2 results on the website's feasibility as a training tool for adults to improve the educational results of young children from 3 to 8 with disabilities by providing them with the means to access and participate in the general curriculum.EC-TIIS 3 research design consisted of three related multistrand mixed model studies.Study 1, which included early childhood educators and families, was designed to make comparisons to EC-TIIS 2 findings; to determine the effectiveness of the workshops on a large number of diverse users; and to answer exploratory research questions related to website use and other factors. Study 2, which included early childhood educators who completed at least three online workshops and families who completed at least one workshop, was designed to confirm, extend, and compare findings of Study 1. Study 3, which included university and community college faculty and students, was designed to explore, confirm, extend, and compare findings related to use of the workshops as a supplement to university and community college courses and as a stand-alone graduate course. EC-TIIS 3 Final Report 2 EC-TIIS 3 participants consisted of educators and support staff from early childhood and early childhood special education programs; families of children with disabilities and at risk in early childhood programs; and faculty and students in Early Childhood, Special Education, and Instructional Technology programs at universities and community colleges. During the project's funding period, 1634 individuals from 48 states and 2 territories of the United States, and 42 other countries registered on EC-TIIS website.Quantitative and qualitative data were collected through online surveys and assessments available at the website. Additional qualitative data were collected through questionnaires sent by e-mail to educators, families, and faculty or by d...

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Web-based training: Using technology to design adult learning experiences

Cited by 54 publications

References 0 publications

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

Determinants of Intention to Use eLearning Based on the Technology Acceptance Model

Telepractice in the Schools: Virtual Services Help Clinicians Do More with Less

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