Using Self-Regulatory Learning to Enhance E-Learning-Based Information Technology Training
Using Self-Regulatory Learning to Enhance E-Learning-Based Information Technology Training
复制标题
DOI：
10.1287/isre.1070.0141
复制
发表时间：
2008-03
期刊：
影响因子：
--
通讯作者：
R. Santhanam;Sharath Sasidharan;J. Webster
中科院分区：
文献类型：
--
作者：
R. Santhanam;Sharath Sasidharan;J. Webster
以技术为媒介的学习方法被组织和教育机构广泛使用来提供信息技术培训。电子学习是一种以技术为媒介的学习形式，以平台为导师，正迅速成为许多企业选择的经济高效的解决方案。不幸的是，学习成果非常令人失望。电子学习培训隐含地假设学习者可以应用高水平的自主学习来吸收培训内容。相反，基于社会认知理论的观点，我们提出教学策略需要说服学习者遵循自我调节的学习策略。我们与接受过在线学习设计网站培训的参与者一起测试我们的想法。我们的研究结果表明，被诱导遵循自我调节学习策略的参与者在学习成果上的得分显着高于那些未被说服这样做的参与者。我们讨论了我们的发现，并提出信息技术特征、教学策略和心理学习过程之间的相互作用为未来信息系统培训研究提供了一条富有成效的途径。
Technology-mediated learning methods are widely used by organizations and educational institutions to deliver information technology training. One form of technology-mediated learning, e-learning, in which the platform is the tutor, is quickly becoming the cost-effective solution of choice for many corporations. Unfortunately, the learning outcomes have been very disappointing. E-learning training makes an implicit assumption that learners can apply a high level of self-directed learning to assimilate the training content. In contrast, based on perspectives from social cognitive theory, we propose that instructional strategies need to persuade learners to follow self-regulated learning strategies. We test our ideas with participants who were trained through e-learning to design a website. Our findings indicate that participants who were induced to follow self-regulated learning strategies scored significantly higher on learning outcomes than those who were not persuaded to do so. We discuss our findings, and suggest that the interaction among information technology features, instructional strategies, and psychological learning processes offers a fruitful avenue for future information systems training research.