Interaction and effectiveness of corporate e-learning programmes

Rodríguez, Brenda Cecilia Padilla; Armellini, Alejandro

doi:10.1080/13678868.2013.803753

Cited by 23 publications

(17 citation statements)

References 16 publications

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“…To assess the effectiveness of ethics training programs, an evaluation framework is needed. A widely used framework is Kirkpatrick’s evaluation model (Kirkpatrick & Kirkpatrick, 2006), which is viewed as a standard model in research on training and development (Alvarez et al, 2004; Blanchard et al, 2000; Grohmann & Kauffeld, 2013; Kennedy et al, 2013; Kong & Jacobs, 2012; Phillips & Phillips, 2001; Rodriguez & Armellini, 2013). This model is the most established and, consequently, the most widely utilized evaluation framework in organizations (Kong & Jacobs, 2012), and training experts frequently use this model to evaluate training interventions (Kennedy et al, 2013).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Business Ethics Training in Human Resource Development: A Literature Review

Kreismann

Talaulicar

2020

Human Resource Development Review

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In view of corporate wrongdoings like Enron’s accounting fraud and Volkswagen’s emissions scandal, the need to prevent unethical decision-making in the business sector has become widely accepted. Human resource development is of high relevance in this regard: a multiplicity of companies utilizes ethics training programs to teach their managers and employees business ethics and to develop their ethical competences. However, knowledge about the efficacy of these training programs is still rather fragile. In the present study, we (a) develop a framework of relevant design categories to consider in creating ethics training programs; (b) consolidate empirical insights by reviewing 92 studies about the effectiveness of standalone business ethics training programs regarding their impact, dependent variable and measurement methods, design, and conceptual foundation; and (c) identify remaining research gaps and provide theoretical-conceptual considerations for further investigation.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Business Ethics Training in Human Resource Development: A Literature Review

Kreismann

Talaulicar

2020

Human Resource Development Review

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“…In other studies where preferences are sought, a preference for the S2C interaction is expressed for independent DE courses, corporate courses, and online programs (Miyazoe & Anderson, 2010b;Rhode, 2009;Rodriguez & Armellini, 2013). In a survey of self-paced online graduate students, Rhode (2009) questions the concept of equivalency, since students only recognize the equivalency of S2C and S2T interactions.…”

Section: (P 225)mentioning

confidence: 99%

“…In addition to course design affecting the outcome, the research design is also a factor. In a study by Rodriguez and Armellini (2013), worker perception of various interaction types and effectivity in a Mexican online employee training courses was evaluated, but the course only had an S2C interaction. Although the employees preferred the S2C interaction, no other interaction was designed into the training.…”

Section: (P 225)mentioning

confidence: 99%

“…Moreover, when questioned, employees did not consider all inter-actions to be of equal value. Regarding effectivity, employees considered the training to be effective (Rodriguez & Armellini, 2013). A subsequent research effort use all three interactions in three separate courses, but the instructors in one S2T focused course failed to teach, and in another S2S focused course, students were passive (Rodriguez & Armellini, 2014).…”

Section: (P 225)mentioning

confidence: 99%

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Interaction Equivalency Theorem: Towards Interaction Support of Non-Traditional Doctoral Students

Graham

Massyn

2019

IJDS

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Aim/Purpose: This conceptual paper proposes interaction support based on the Interaction Equivalency Theorem (EQuiv) to support interaction for non-traditional doctoral students who have been identified as attrition risks. Background: The master-apprentice form of doctoral education consists primarily of interaction with the supervisor for academic purposes. If this interaction is impaired, it may affect the ability to complete the dissertation due to insufficient knowledge, and it may also create a sense of isolation, which can lead to attrition. Nontraditional students have many characteristics that may inhibit this interaction such as being part-time or studying at a distance. Institutions have been urged to develop profiles of students at risk of dropping out based on past trends and offering intervention to students at risk. In conjunction with risk profiles, the EQuiv offers the potential to individually optimize interaction under time and resource constraints, with a view towards deep and meaningful learning. Methodology: The paper is a conceptual paper using a systematic review of the literature, covering 50 years. Articles were sourced from various databases and journals. Contribution: This article offers recommendations for improving interaction opportunities for nontraditional doctoral students in the master-apprentice form of doctoral education who are at risk of dropping out. It sheds a light on a distinct population whose needs are often overlooked. Additionally, the envisioned use of the EQuiv by organizations and academic departments is an expansion of its intended use by course designers. Additional original work is demonstrated by (a) the development of an EQuiv quality matrix to assess and rank the EQuiv literature, (b) a model of how the EQuiv might be employed to compensate for insufficient interaction, and (c) a representative model of socialization agents and knowledge transmission. Findings: The doctoral experience and EQuiv literature have shortcomings regarding interaction support to non-traditional doctoral students. The literature on the doctoral experience does not capture the invisible problems of the nontradi-tional doctoral student who is under the master-apprentice form of doctoral education. Although institutions are urged to develop risk profiles based on characteristics of students who have dropped out, it still does not capture this specific group of students. Additionally, the socialization requirements of traditional doctoral students under the master-apprentice system are unclear, so the requirements of nontraditional doctoral students under this system are also not specified. Most EQuiv research does not pay attention to the cautions of Anderson (2003a), so the literature is based on situations that do not reflect the intent of the EQuiv. However, it is proposed that the EQuiv could be used as a substitution or augmenting of the S2T interaction in the master-apprentice model. Recommendations for Practitioners: The proposed recommendations might assist practitioners in developing a risk identification process to support non-traditional doctoral students at risk within cost and time constraints for both students and departments. Recommendation for Researchers: An empirical study of nontraditional doctoral student interaction experiences and requirements should be conducted, followed by an analysis of the interactions in the EQuiv. Additionally, the role of socialization of nontraditional doctoral students in the master-apprentice form of education should be explored. Furthermore, a literature review on various risk profiles might be of use to institutions wishing to develop preliminary profiles. Further research on the Interaction Equivalency Theorem is proposed. The EQuiv in its current form has been largely confined to the distance education discipline, mostly focusing on structured courses. The article enlarges the scope of the theory to also contribute to the field of doctoral education. Further research could focus on exploring the applicability of interaction pref-erences, substitutability and the strength of the interactions with this cohort of students. An adaptation of the EQuiv might assist practitioners in developing a risk identification process to support non-traditional doctoral students at risk within cost and time constraints. Impact on Society: Support to non-traditional doctoral students in other countries may improve if the interaction is optimized, which in turn may affect persistence. Future Research: Exploration of management models in support of doctoral student interaction.

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“…Education that addresses issues related to learning, leadership, and change has evolved and expanded from the conventional classroom to virtual learning communities, from on-the-job training to high-technological simulation machines, and from intensive orientation programmes to pre-employment curricula (Rodriguez and Armellini, 2013). There has also been a shift away from prescriptive instruction to constructivism (Toraman and Demir, 2016).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2017

JICE

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Interaction and effectiveness of corporate e-learning programmes

Cited by 23 publications

References 16 publications

Business Ethics Training in Human Resource Development: A Literature Review

Business Ethics Training in Human Resource Development: A Literature Review

Interaction Equivalency Theorem: Towards Interaction Support of Non-Traditional Doctoral Students

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