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The role of trainee reactions in onl...

Long, Lori K.

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The role of trainee reactions in online training.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The role of trainee reactions in online training./
Author:	Long, Lori K.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1853.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Business Administration, Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176609
ISBN:	0542156849

The role of trainee reactions in online training.
Long, Lori K.

The role of trainee reactions in online training. - 133 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1853.

Thesis (Ph.D.)--Kent State University, 2005.

Despite the significant investments organizations make in training courses, few invest the time and effort needed to fully evaluate the effectiveness of the training. If organizations do choose to evaluate training, most collect only immediate post-course trainee reactions because they are easy to obtain. Therefore, a better understanding of the utility of training reactions is needed. This study tested the relationships in a partial model of training effectiveness in order to better explain the role that trainee reactions play in the effectiveness of online training courses. It is important to examine the utility of trainee reactions specifically in online training courses due the lack of instructor interaction and the control provided to learners. These two characteristics create a learning environment in which the trainee's reaction to the training may more significantly impact their learning outcomes. In addition to trainee reactions, the model included other important variables that contribute to a fuller understanding of online training course effectiveness, including computer anxiety, effort, learning and the intent to take further courses. While the model proposed in this study was not fully supported, the results of this study provide useful guidance for online training designers and researchers. This study found that computer anxiety is related to pre-training motivation in online training courses and that positive trainee reactions and pre-training motivation relate directly to the amount of effort trainees expended to learn the course content. Further, this study provided evidence that satisfaction with the course format dimension of trainee reactions moderates the relationship between pre-training motivation and effort. This research also provides support to the theory that trainee reactions to online training can influence the future utilization of online training courses.

ISBN: 0542156849Subjects--Topical Terms:

626628
Business Administration, Management.

The role of trainee reactions in online training.
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100 1 $a Long, Lori K. $3 1906605
245 1 4 $a The role of trainee reactions in online training.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1853.
500 $a Adviser: Cathy Dubois.
502 $a Thesis (Ph.D.)--Kent State University, 2005.
520 $a Despite the significant investments organizations make in training courses, few invest the time and effort needed to fully evaluate the effectiveness of the training. If organizations do choose to evaluate training, most collect only immediate post-course trainee reactions because they are easy to obtain. Therefore, a better understanding of the utility of training reactions is needed. This study tested the relationships in a partial model of training effectiveness in order to better explain the role that trainee reactions play in the effectiveness of online training courses. It is important to examine the utility of trainee reactions specifically in online training courses due the lack of instructor interaction and the control provided to learners. These two characteristics create a learning environment in which the trainee's reaction to the training may more significantly impact their learning outcomes. In addition to trainee reactions, the model included other important variables that contribute to a fuller understanding of online training course effectiveness, including computer anxiety, effort, learning and the intent to take further courses. While the model proposed in this study was not fully supported, the results of this study provide useful guidance for online training designers and researchers. This study found that computer anxiety is related to pre-training motivation in online training courses and that positive trainee reactions and pre-training motivation relate directly to the amount of effort trainees expended to learn the course content. Further, this study provided evidence that satisfaction with the course format dimension of trainee reactions moderates the relationship between pre-training motivation and effort. This research also provides support to the theory that trainee reactions to online training can influence the future utilization of online training courses.
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