دانلود رایگان مقاله طراحی آموزش الکترونیکی: نقش اجتماعی کارآموز و پیچیدگی در آموزش های کوتاه مدت

Abstract

Using data from 143 individuals, this study examined how pre-training socialization and task complexity affected learning in an online environment. A controlled laboratory experiment, using a 3 (socialization) × 2 (complexity) between subjects design was conducted. Participants were assigned to either more or less complex training and received either face-to-face, online, or no socialization before beginning the training. Results indicated that those who received face-to-face socialization performed better than those who received either online socialization or no socialization. There was no learning difference between the online and no socialization condition. Those who received simpler training performed better than those who received more complex training. Socialization and complexity were not interactively related. Implications for research and practice are discussed.

6. Conclusion

This study was motivated by the desire to better understand how three types of pre-training socialization (e.g. face-toface, online, or none), training complexity, and their interactive relation affected learning in an e-learning setting. A secondary purpose was to more closely examine the research guidelines made by Salas et al. (2005) in regards to making elearning more effective. Using a controlled laboratory experiment, the results indicated that both training complexity and socialization affected learning. Specifically, the results indicated that providing trainees with face-to-face socialization led to better learning than either online socialization or no socialization. This suggests that the ability to get to know other trainees in a richer environment can provide benefits for trainees, and that there is value in bringing trainees together physically to help them connect with each other. In addition, the results provide support for the contention that more complex training can lead to lower learning. Taken together, the results of this study illustrate the importance of understanding the complex set of relationships between design, trainees and training outcomes. Only by understanding these complex relationships, will we be able to more effectively design e-learning to meet the needs of all trainees.