active learning and instructor accessibility in online talent training a field experiment CORD-Papers-2022-06-02 (Version 1)

Title: Active learning and instructor accessibility in online talent training: a field experiment in China during COVID-19
Abstract: Purpose: Drawing on self-determination theory (Deci and Ryan 2012) and Hews (2016) five-factor model our study aimed to investigate the impact of two online training design factors (instructor accessibility and active learning) on learners self-efficacy and learning outcome amid the COVID-19 pandemic. Design/methodology/approach: A randomized pretest-posttest control group field experiment was designed to assess participants self-efficacy and learning outcome of an online training program - territory business management plan under three conditions: instructor accessibility active learning and controlled. Participants (N=87) were medical sales representatives from a Fortune-Global 500 pharmaceutical companys subsidiary office in China. Data was analyzed with 2 (time) x 3 (group) MANOVA with time (pretest and posttest) as a repeated measure to investigate differences in changes in self-efficacy and learning outcome between three groups. Findings: Overall participants self-efficacy and learning outcome were significantly improved via the online training program for all three groups. Specifically the impact of the training on learning outcome was the strongest for the active learning group less strong for the instructor accessibility group and the least strong for the control group. Originality/value: Our research contributes towards understandings of the effectiveness of online talent training programs by examining two critical instructional design factors during a time of crisis. Our findings suggest that active learning (interactions with the training materials by purposeful self-reflection) might be a stronger predictor for increasing learning outcome than instructor accessibility (receiving feedback and tutoring sessions from the instructor) for online training programs. 2021 Emerald Publishing Limited.
Published: 2021
Journal: Development and Learning in Organizations
DOI: 10.1108/dlo-02-2021-0023
DOI_URL: http://doi.org/10.1108/dlo-02-2021-0023
Author Name: Wang X
Author link: https://covid19-data.nist.gov/pid/rest/local/author/wang_x
Author Name: Lin W
Author link: https://covid19-data.nist.gov/pid/rest/local/author/lin_w
Author Name: Jiang Y
Author link: https://covid19-data.nist.gov/pid/rest/local/author/jiang_y
Author Name: Wu Y
Author link: https://covid19-data.nist.gov/pid/rest/local/author/wu_y
Author Name: Liu Y
Author link: https://covid19-data.nist.gov/pid/rest/local/author/liu_y
Author Name: Zhou W Q
Author link: https://covid19-data.nist.gov/pid/rest/local/author/zhou_w_q
license: unk
license_url: [unknown license]
source_x: WHO
source_x_url: https://www.who.int/
who_covidence_id: #covidwho-1309704
url: https://doi.org/10.1108/dlo-02-2021-0023
has_full_text: FALSE
G_ID: active_learning_and_instructor_accessibility_in_online_talent_training_a_field_experiment