An archival research comparing learning effectiveness and training transfer perceptions between classroom technical training and synchronous online technical training.

摘要

Synchronous online training has become one of the preferred training modes for organizations. Despite organizations increasing their use of online training, there is still little data to confirm that synchronous online technical training is as effective as classroom technical training for training transfer. Although learning effectiveness between training modes is well-researched, few studies have focused on the degree to which training modes influenced transfer of training outcomes. This quantitative study analyzed non-experimental, self-reported archival data to compare (a) trainee's (N = 1062) perceptions of their own end-of-course learning and training transfer between classroom technical training and synchronous online technical training; and (b) managers' (N = 264) perceptions of trainees' end-of-course learning and training transfer between classroom technical training and synchronous online technical training. This study compared learning effectiveness and training transfer perceptions for technical training only. The inclusion criteria for the learning effectiveness and training transfer perceptions required that the training courses (a) were technical, (b) included equipment practice (c) were delivered as both classroom training and as synchronous online training, (d) had comparable training content, identical objectives, similar level of difficulty for both modes, (e) used the same course registration and learning management system, (f) used training equipment and user interfaces that were identical to trainees' anticipated work setting, and (g) were delivered by instructors certified by the participating corporation to deliver the courses prior to delivering the training. This study used the t-test for independent samples to compare the statistical significance of differences in mean scores related to perceptions of learning effectiveness and training transfer between the training modes. The results of this study showed no statistically significant differences in (a) trainees' perceptions of the trainees' own learning between classroom technical training and synchronous online technical training, (b) in trainees' perceptions of the trainees' own training transfer between classroom technical training and synchronous online technical training, (c) in managers' perceptions of the trainees' learning between classroom technical training and synchronous online technical training, and (d) in managers' perceptions of the trainees' training transfer between classroom technical training and synchronous online technical training as a result of the training.