Toward a unified model of motivation for training transfer: a phase perspective

Brit J Educational Tech

Quesada-Pallarès²,

Knogler³

2014

Self Cite

108

This study examines how design characteristics in digital simulation-based learning environments moderate self-efficacy and transfer of learning. Drawing on social cognitive theory and the cognitive theory of multimedia learning, the meta-analysis psychometrically cumulated k = 15 studies of 25 years of research with a total sample size of N = 2274 learners. The findings indicate that high levels of user control result in higher estimates of self-efficacy and transfer. Offering assessment feedback after rather than during training led to higher efficacy beliefs and transfer. Effects of social, narrative and multimedia characteristics were nonsignificant. Implications for computer-based instructional design and directions for future research associated with motivational outcomes in technology-enhanced learning are discussed.

Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Digital simulation‐based training: A meta‐analysis

Brit J Educational Tech

Quesada-Pallarès²,

Knogler³

2014

Self Cite

108

“…Amhag, 2015;Polanco-Bueno, 2013); aspects such as technology-enhanced instructional design, training content or optimal modes of implementation tend to be deemphasized. This lack of empirical investigation is unfortunate because more detailed information about how to design, deliver and implement web conferencing tools in training and adult education would contribute to offering webinars that meet the needs of training participants and instructors and, ultimately, enhance training motivation and training effectiveness (Bell et al, 2017;Gegenfurtner et al, 2010;Gorges et al, 2015;Knogler et al, 2013;Noe, 2017;Quesada-Pallarès & Gegenfurtner, 2015;Schmidt-Hertha et al, 2017;Segers & Gegenfurtner, 2013;Siewiorek et al, 2013). As a remedy, this study contributes empirically to the research literature by offering evaluation outcomes that can help inform human resource development and educational practice when creating webinar-based training programs.…”

Section: Introductionmentioning

confidence: 99%

Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

Int J Training Development

Zitt

Ebner

2020

Self Cite

107

What are the reactions of training participants toward digital webinar‐based training programs? Webinars are digital tools to deliver training and education through synchronous audiovisual communication among remotely located training instructors and participants. A webinar is a special case of web conferencing that serves the educational function of learning and teaching. Because the previous literature underemphasized the webinar process and qualitative learner experiences, the present study aimed to explore the reactions of 419 trainees toward 48 webinars in the four content areas supply chain management, industrial management, early childhood education and mathematics, the present study used a sequential mixed methods research design. The quantitative part of the study employed a multi‐item online questionnaire to measure satisfaction and reactions toward the webinar trainer; survey responses were analyzed to estimate mean differences across webinars. The qualitative part of the study employed narrative interviews with 23 trainees; interview transcripts were analyzed with qualitative content analysis to identify how the instructional design, webinar content and implementation can be improved for future web conferences. The findings indicate that early childhood education trainees had the highest satisfaction levels. Trainees preferred greater levels of learner‐teacher interaction, less time spent on discussing task solutions collaboratively and digital webinar recordings as a follow‐up possibility at home or in the workplace. Trainees also liked the fact that webinars afforded the possibility to deepen the content, to prepare for upcoming exams and to have virtual consultation hours with the facilitator. Furthermore, trainees preferred webinars no longer than 90 min and webinars on weekdays after work rather than at weekends. Optimal internet/broadband connections were perceived as a requirement across web conferencing and virtual classroom programs for effective digital education. Implications of the findings for educational technology, human resource development and professional learning are discussed.

“…In an attempt of approaching an answer to this question, the present study aimed to examine if voluntary training participation results in more positive relationships between goal orientations and transfer than mandatory training participation. In the present study, transfer of training refers to the use of trained knowledge and skills back on the job (Burke & Hutchins, 2007;Chiaburu & Marinova, 2005;Quesada-Pallarès & Gegenfurtner, 2015).…”

Section: Introductionmentioning

confidence: 99%

Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

Int J Training Development

Könings

Kosmajac

et al. 2016

Self Cite

Trainees can participate in organizational training programs voluntarily or mandatorily. To date, research has reported mixed evidence on the question whether voluntary or mandatory participation is associated with higher motivation and transfer of training. Grounded in the frameworks of participatory design, the notion of autonomy in basic psychological needs theory, and the 2 × 2 model of achievement goals, this meta‐analysis examined the relationship between goal orientations and transfer of training in contexts of voluntary and mandatory training participation with a sample of N = 4729 trainees in k = 29 studies. Goal orientations were conceptualized in four dimensions: mastery‐approach, mastery‐avoidance, performance‐approach, and performance‐avoidance. Results of the primary meta‐analysis indicated that mastery‐approach orientation had the most positive correlation with transfer of training, followed by performance‐approach, mastery‐avoidance and performance‐avoidance goal orientation. Meta‐analytic subgroup analysis examined the effects of two conditions for training participation: voluntary participation and mandatory participation. The findings indicated that training participation significantly moderated the correlation coefficients of mastery‐approach and performance‐avoidance goal orientation, with more positive estimates when training enrollment was voluntary. Contrary to expectations, the correlation coefficient between performance‐approach goal orientation and transfer of training was more positive when entry into training programs was obligatory and mandated. Implications for future research and the practice of training design and delivery are discussed.