Course reaction scale in E-Learning: adaptation and factor
                        structure

Martins, Lara Barros; Zerbini, Thaís; Medina, Francisco J.

doi:10.5935/1980-6906/psicologia.v20n1p223-234

Cited by 5 publications

(2 citation statements)

References 19 publications

(31 reference statements)

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“…Reactions to training. Participants' reactions to training were assessed using a 9-item scale (sample items included "language used in course material" and "contents available in each unit"), with response alternatives scored from 1 (very bad) to 5 (excellent) (Martins, Zerbini, & Medina, 2018b). The internal consistency reliability estimate of this scale in this study was .92.…”

Section: Instrumentsmentioning

confidence: 92%

Impact of Online Training on Behavioral Transfer and Job Performance in a Large Organization

Martins

Zerbini

Medina

2019

Revista De Psicología Del Trabajo Y De Las Organizaciones

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Training and development programs are strategic in organizations, as they offer the opportunity to promote and consolidate technical and behavioral skills of employees, improving their performance at work (Grossman & Salas, 2011; Salas, Tannenbaum, Kraiger, & Smith-Jentsch, 2012). Regarding these benefits, allied with the widespread technologies and cost reduction, organizations more often consider distance learning to be a viable alternative for offering their training to employees (Bedwell & Salas, 2010). Since online training has become generalized in both organizational and training fields, using platforms such as Coursera or Edx, specific studies that contribute to the investigation of the acquisition and transfer of skills in this type of training should be conducted (Salas et al., 2012). This paper contributes to training literature by analyzing online training in a large corporate context and its impact on workers' performance, considering mediation and moderation mechanisms. Although e-learning become a dominant method of delivering training in work environments (DeRouin, Fritzsche, & Salas, 2005), virtual instructional resources do not guarantee learning itself. Online learning environments present particularities that must be identified to allow proposals for more effective interventions. Some of these h t t p s : / / j o u r n a l s. c o p m a d r i d. o rg / j wo p

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Section: Instrumentsmentioning

confidence: 92%

Impact of Online Training on Behavioral Transfer and Job Performance in a Large Organization

Martins

Zerbini

Medina

2019

Revista De Psicología Del Trabajo Y De Las Organizaciones

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“…Although the use of technology to provide training in organizations is increasing, there has been a significant reduction in research on e-learning in labor corporations after 2016. Considering that this article selected empirical and non-descriptive studies, the reduction in publications of empirical studies or studies that propose statistically validated instruments (2016 – current) is worrying for the T&D literature (Martins et al , 2018).…”

Section: Resultsmentioning

confidence: 99%

E-learning training in work corporations: a review on instructional planning

Kaizer

Silva

Pavia

et al. 2020

EJTD

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Purpose The purpose of this study is a bibliometric and descriptive review of the literature on instruction planning of training offered in the e-learning modality in work corporations to identify methodologies and experiences that will serve as a model for professionals working in planning e-learning training in the corporate context. Design/methodology/approach The timeline from 2010 to 2020 was adopted. Data were extracted from five databases and were compiled in the software Zotero. Based on defined criteria, 260 productions were identified. The interrelation and metric presentation of the data from these studies were done in the software VosViewer. Subsequently, were selected only free access papers, resulting in 64 publications. From these, the authors chose six empirical studies for a descriptive analysis based on specific criteria. Findings The range of hardware and software platforms has stimulated the use of virtual reality (VR) and augmented reality and artificial intelligence (AI) resources in corporative training. The use of management tools such as voice of customer (VOC) and quality function deployment (QFD), can support those responsible for instructional planning. The literature presented important elements that should be considered for the proper planning of an e-learning training: learner: feedback, control of self-learning process, classification of cultural profiles in the case of courses in which participants are geographically distant and training management: content and delivery mode of instruction. Originality/value The authors selected six empirical studies that presented models, systems or experiences on training planning to support decisions in this area. This study contributes to the area of T&D showing an updated context of practices for the implementation of training systems that have been adopted in several countries. The authors present quantitative indicators of scientific production using two additional software to support the bibliometric review, namely, Zotero and VosViewer. This study used five databases and a research equation to systematically present the current panorama of research on training planning from the perspective of the areas of management and organizational psychology.

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Microaggression or micromessage? How choice of term influences working adults' emotional reactions to a training module about subtle slights

Smith,

Griffiths

2023

Int J Training Development

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The need for workplace training about diversity, equity and inclusion is widely acknowledged. To date, however, there is conflicting evidence as to its effectiveness. Various aspects of design and content may be influential. This study explored the relationship between the terminology used in diversity training and trainee reactions. It employed two versions of a short e‐learning module about subtle slights (a range of ambiguous and negative interactions) to explore whether using the term ‘microaggression’ or ‘micromessage’ affected trainee emotional reactions to the module. The sample comprised 630 working adults in the United Kingdom representing different ethnic, gender and age groups. Results suggested that there were differences in trainee emotional reactions to the term used. The term ‘micromessage’ resulted in more positive reactions; significantly more trainees expressed interest, and significantly fewer reported sadness and anger than when the term ‘microaggression’ was used. There were also some small differences in reactions between the various demographic groups. This study adds to the literature exploring the terminology used to refer to subtle slights and how terminology might influence trainee reactions in diversity training. It also provides researchers and training providers with a methodology to assess aspects of diversity training before deployment.

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Course reaction scale in E-Learning: adaptation and factor structure

Cited by 5 publications

References 19 publications

Impact of Online Training on Behavioral Transfer and Job Performance in a Large Organization

Impact of Online Training on Behavioral Transfer and Job Performance in a Large Organization

E-learning training in work corporations: a review on instructional planning

Microaggression or micromessage? How choice of term influences working adults' emotional reactions to a training module about subtle slights

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