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Trainee reactions to learner control: an important link in the e‐learning equation
Author(s) -
Fisher Sandra L.,
Wasserman Michael E.,
Orvis Karin A.
Publication year - 2010
Publication title -
international journal of training and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.558
H-Index - 26
eISSN - 1468-2419
pISSN - 1360-3736
DOI - 10.1111/j.1468-2419.2010.00352.x
Subject(s) - control (management) , preference , psychology , e learning , computer science , mathematics education , applied psychology , educational technology , knowledge management , multimedia , artificial intelligence , statistics , mathematics
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.