Trainee Reactions to Learner Control: An Important Link in the E-Learning Equation

Autor/inn/en	Fisher, Sandra L.; Wasserman, Michael E.; Orvis, Karin A.
Titel	Trainee Reactions to Learner Control: An Important Link in the E-Learning Equation
Quelle	In: International Journal of Training and Development, 14 (2010) 3, S.198-208 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3736
Schlagwörter	Electronic Learning; Distance Education; Educational Environment; Learner Controlled Instruction; Trainees; Quasiexperimental Design; Educational Technology + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Auszubildender; Weibliche Auszubildende; Unterrichtsmedien
Abstract	This paper examines the benefits and limitations of learner control functionality in the e-learning environment. A quasi-experiment with 237 learners was conducted to examine the role of high-level learner control (i.e. enabling trainee "choice" to complete an e-learning program with or without interactive learner control features versus completion of the program without consideration of personal preference) in trainee reactions and learning in an e-learning environment. Results suggest that high-level learner control positively influences affective and utility-based reactions to these features, which in turn influence overall satisfaction with the e-learning program. Moreover, trainees' overall satisfaction was found to influence actual learning of the instructional content. Practical and future research implications for providing trainees with high-level learner control, as well as other state-of-the-art learner control features, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10