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Power to the people: using learner control to improve trainee reactions and learning in web-based instructional
Karin A Orvis1, Sandra L Fisher, Michael E Wasserman
1Department of Psychology, Old Dominion University, Norfolk, VA 23529, USA. korvis@odu.edu
The Journal of Applied Psychology
|July 15, 2009
Summary
Learner control in e-learning boosts satisfaction but not necessarily focus. Higher satisfaction and reduced off-task attention correlate with better learning outcomes, influenced by individual differences.
Area of Science:
- Educational Technology
- Human-Computer Interaction
- Cognitive Psychology
Background:
- Learner control in e-learning environments is theorized to enhance learning by influencing trainee reactions and engagement.
- Understanding the mediating mechanisms, such as training satisfaction and off-task attention, is crucial for effective e-learning design.
Purpose of the Study:
- To investigate how learner control impacts learning in e-learning settings.
- To examine the mediating roles of training satisfaction and off-task attention in the learner control-learning relationship.
- To explore the influence of individual differences (training motivation, goal orientation) on these mediating variables.
Main Methods:
- An experimental study involving 274 undergraduates completing an e-learning program.
- Participants were assigned to conditions with or without interactive learner control tools.
- Data collected on posttraining knowledge, training satisfaction, off-task attention, training motivation, and goal orientation.
Main Results:
- Training satisfaction and off-task attention significantly predicted posttraining knowledge.
- Learner control positively influenced training satisfaction but did not affect off-task attention.
- Individual differences showed varied effects: performance orientation linked to off-task attention; mastery orientation indirectly influenced satisfaction via motivation.
Conclusions:
- Learner control can enhance e-learning effectiveness primarily through increased training satisfaction.
- Off-task attention remains a critical factor in learning, though not directly modulated by learner control in this study.
- Individual differences play a significant role, suggesting personalized e-learning designs may be beneficial.
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