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.
