Useful and Challenging Characteristics of Web-Based Training: Comparing Perceptions of U.S. and Korean Employees
Employees who participate in web-based training (WBT) often have perceptions of course effectiveness that differ from course designers. The focus of this presentation is to report those characteristics of WBT that employees of two major corporations, one in the US and one in South Korea, indicate as helpful or challenging to their success. The purpose of this study is to investigate the components of the WBT that employees recognize as helpful in their learning process and the components of WBT that students identify as challenging. To guide this research, there are three primary research questions: What WBT components do US and South Korean employees recognize as helpful in the learning process? What WBT components do US and South Korean employees recognize as challenging? How do perceptions of WBT differ among US and South Korean employees?
How Web Technology can Facilitate Learning
Abstract A challenging task for information systems management is to provide users with more flexible training methodologies to meet their needs, and one way to meet this challenge is to adopt Web-based training. in showing how Web technology can facilitate end-user learning, this article discusses how users can benefit from Web-based training, some issues to consider when developing Web-based training, and different stages of Web-based training.
The Effects of Content-Structure Focusing on Learner Structural Knowledge Acquisition, Retention, and Disorientation in a Hypermedia Environment
AbstractThe purpose of this study was to investigate the effects of hypermedia content-structure focusing on learners’ structural knowledge acquisition, retention, and disorientation. Sixty-one students volunteered to participate in the study. A Completely Randomized Multivariate Analysis of Variance (MANOVA) design with two groups of participants was used to test all hypotheses. The results of the study suggest that, when a learner’s attention is at least partially focused on the structural aspects of a hypermedia lesson, hypermedia disorientation will decrease and structural knowledge acquisition and retention will increase. Rationale for these findings are provided, and the implications for hypermedia design are discussed.