Power to the people: using learner control to improve trainee reactions and learning in web-based instructional environments.
This experimental study investigated the mechanisms by which learner control influences learning in an e-learning environment. The authors hypothesized that learner control would enhance learning indirectly through its effect on trainee reactions and learner engagement (in particular, off-task attention), such that learners who were more satisfied with the training and devoted more cognitive resources toward the instructional content versus off-task thoughts would possess greater posttraining knowledge. The study also examined the role of individual differences (training motivation and goal orientation) in the prediction of these 2 mediating variables. A sample of 274 undergraduates completed an e-learning program, either with or without interactive, learner control tools. Results suggest that both training satisfaction and off-task attention predicted subsequent learning. Learner control had a positive impact on training satisfaction but was not related to off-task attention. The individual difference variables had a differential impact on the mediating variables. In particular, performance orientation was linked to off-task attention, whereas mastery orientation was found to indirectly influence satisfaction via its direct effect on training motivation. Implications for the design and further study of e-learning are discussed.
Orvis
Karin A
KA
Department of Psychology, Old Dominion University, Norfolk, VA 23529, USA. korvis@odu.edu
Fisher
Sandra L
SL
Wasserman
Michael E
ME
D000124:Achievement; D000293:Adolescent; D001288:Attention; D003194:Computer-Assisted Instruction; D005260:Female; D006801:Humans; D007389:Internal-External Control; D020407:Internet; D007857:Leadership; D008297:Male; D017145:Models, Educational; D009042:Motivation; D019212:Multimedia; D010549:Personal Satisfaction; D010559:Personnel Management; D011209:Power, Psychological; D011380:Programmed Instructions as Topic; D012984:Software; D013334:Students / Q000523:psychology; D055815:Young Adult