Power to the People: Using Learner Control to Improve Trainee Reactions and Learning in Web-Based Instructional Environments

• 成果类型: Article
• 署名作者: Orvis, Karin A.; Fisher, Sandra L.; Wasserman, Michael E.
• 署名单位: Old Dominion University; Clarkson University
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/a0014977
• 发表日期: 2009
• 页码: 960-971
• 关键词: e-learning; learner control; trainee reactions; GOAL ORIENTATION; training motivation

摘要

This experimental study investigated the mechanisms by which learner control influences learning in an e-learning environment. The authors hypothesized that learner control would enhance learning indirectly through its effect on trainee reactions and learner engagement (in particular, off-task attention), such that learners who were more satisfied with the training and devoted more cognitive resources toward the instructional content versus off-task thoughts would possess greater posttraining knowledge. The study also examined the role of individual differences (training motivation and goal orientation) in the prediction of these 2 mediating variables. A sample of 274 undergraduates completed an e-learning program, either with or without interactive, learner control tools. Results suggest that both training satisfaction and off-task attention predicted subsequent learning. Learner control had a positive impact on training satisfaction but was not related to off-task attention. The individual difference variables had a differential impact on the mediating variables. In particular, performance orientation was linked to off-task attention, whereas mastery orientation was found to indirectly influence satisfaction via its direct effect on training motivation. Implications for the design and further study of e-learning are discussed.