The suitability of computer‐based training for workers with limited formal education: a case study from the US agricultural sector

Abstract

The suitability of computer-based instruction (CBI) for workers with limited education was evaluated in an Hispanic orchard workforce that reported little computer experience and 5.6 mean years of formal education. Ladder safety training was completed by employees who rated the training highly (effect size [d_gain] = 5.68), and their knowledge of ladder safety improved (d_gain = 1.45). There was a significant increase (p < 0.01) in safe work practices immediately after training (d_gain = 0.70), at 40 days post training (d_gain = 0.87) and at 60 days (d_gain = 1.40), indicating durability. As in mainstream populations, reaction or affective ratings correlated well with utility ratings, but not with behavior change. This demonstrates that an agricultural workforce with limited formal education can learn job safety from CBI and translate the knowledge to work practice changes, and those changes are durable.

Interaction and effectiveness of corporate e-learning programmes

“…Most participants were satisfied with their programmes (Skillsoft 2004) and considered they were able to apply the new knowledge in their workplace (Anger et al 2006;DeRouin et al 2005). Interestingly, although most students claimed to have shared and applied new knowledge, half of them did not provide a concrete example of how they had achieved this.…”

“…The literature suggests that e-learning in a corporate setting can improve job performance (e.g., Anger et al 2006;DeRouin et al 2005). …”

“…While research into this level is scarce, there is some evidence that e-learning can positively influence business results (e.g., Anger et al 2006;DeRouin et al 2005). …”

Feedback facilitates transfer of training with US Hispanic workers in a healthcare laundry linen facility

“…A series of research studies conducted on Hispanics’ workplace safety demonstrated the impact of individualised computer-based training (CBT) and testing in Spanish through measurement of reactions,21 22 knowledge acquisition21–23 and behaviour 22. Feedback served as a component of the training, wherein participants received test questions and feedback after a set informational training slides 22 23.…”

“…Feedback served as a component of the training, wherein participants received test questions and feedback after a set informational training slides 22 23. If the participant did not correctly answer a test question, the answer was noted as incorrect and the participant was sent back to the training slide; advancement through the training was not allowed until all questions were correctly answered.…”