E-training impact on trainee experience and self-assessment

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Workplace Learning Pub Date : 2023-08-21 DOI:10.1108/jwl-02-2022-0023

S. Sushanth Kumar, A. D. Kumar

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引用次数: 1

Abstract

Purpose E-training changed the employee experience with the help of virtual and online tools. This study aims to analyse the perceived impact of e-training on trainee experience and trainees’ self-assessment. Design/methodology/approach Data was gathered using a structured questionnaire from 853 employees of 30 Hydropower stations in North India. The partial least squares-structural equation modelling is used to test the relationships between study variables. Findings The result shows infrastructure and organisational support as the leading dimension, followed by trainer abilities and content/material/design to impact the perceived usefulness of e-training. The perceived trainee experience significantly impacts the e-training outcome as trainees’ perceived significant positive self-assessment. Practical implications Employees in select organisations indicate acceptance of the e-training. Hence, this study supports the applications of modern and emerging e-training tools as artefacts to support the learning and development of employees in select organisations. Originality/value This study explored the relationship between synchronous e-training and employee experience in the select power sector organisations previously dominated by traditional training tools.

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电子培训对学员体验和自我评估的影响

目的E培训借助虚拟和在线工具改变了员工的体验。本研究旨在分析电子培训对学员体验和学员自我评估的感知影响。设计/方法/方法使用结构化问卷从北印度30个水电站的853名员工中收集数据。偏最小二乘结构方程模型用于检验研究变量之间的关系。结果显示，基础设施和组织支持是主要维度，其次是培训师的能力和内容/材料/设计，以影响电子培训的有用性。被感知的受训者经历显著影响了电子培训的结果，因为受训者感知到了显著的积极自我评估。实际含义选定组织的员工表示接受电子培训。因此，本研究支持现代和新兴的电子培训工具作为人工制品的应用，以支持选定组织中员工的学习和发展。独创性/价值本研究探讨了同步电子培训与以前由传统培训工具主导的选定电力部门组织中员工体验之间的关系。

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来源期刊

Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.50%

发文量

期刊介绍： The Journal of Workplace Learning aims to provide an avenue for the presentation and discussion of research related to the workplace as a site for learning. Its scope encompasses formal, informal and incidental learning in the workplace for individuals, groups and teams, as well as work-based learning, and off-the-job learning for the workplace. This focus on learning in, from and for the workplace also brings with it questions about the nature of interventions that might assist the learning process and of the roles of those responsible directly or indirectly for such interventions. Since workplace learning cannot be considered without reference to its context, another aim of the journal is to explore the organisational, policy, political, resource issues and other factors which influence how, when and why that learning takes place.