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Article
Publication date: 2 November 2020

Benjamin Kücherer, Markus Dresel and Martin Daumiller

Professional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in…

246

Abstract

Purpose

Professional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in these courses. The present study seeks to explain these differences by focusing on attention as a central aspect of their behavioral engagement that can stem from participants' achievement motivations.

Design/methodology/approach

The authors investigated the attention of participants in full-day higher education professional training courses and how differences therein are associated with their achievement goals. Prior to course participation, 117 university instructors (49.6% male, 79.5% with PhD, average age 31.4 years) reported their achievement goals. Using an adapted observational instrument (Hommel, 2012a), two raters subsequently observed and coded the participants' attention during the course (ICC2 = 0.83).

Findings

The results documented very high attention levels, although with substantial interindividual differences. Multilevel analyses indicated that learning goals positively and work avoidance goals negatively predicted observed attention.

Originality/value

The findings provide insight into the value of an observational approach to measuring a fundamental aspect of learning engagement, and contribute to the understanding of interindividual differences in an important higher education learning environment. The study illuminates the relevance of personal predictors for university instructors' successful learning. Specifically, the findings point to the significance of goals as a relevant, but surprisingly hitherto uninvestigated, premise of learning engagement.

Details

Higher Education, Skills and Work-Based Learning, vol. 11 no. 4
Type: Research Article
ISSN: 2042-3896

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Available. Content available
Book part
Publication date: 4 August 2017

Abstract

Details

Breaking up the Global Value Chain
Type: Book
ISBN: 978-1-78743-071-6

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Article
Publication date: 14 August 2009

Richard D. Johnson, Hal Gueutal and Cecilia M. Falbe

The purpose of this paper is to integrate previous research findings on the factors which affect e‐learning effectiveness. To do this, a model is developed which proposes that the…

5268

Abstract

Purpose

The purpose of this paper is to integrate previous research findings on the factors which affect e‐learning effectiveness. To do this, a model is developed which proposes that the effects of individual learner characteristics and technology characteristics on e‐learning outcomes are partially mediated by the metacognitive learning processes in which the learner engages.

Design/methodology/approach

A survey of 914 individuals in an online introductory information systems course examines the relations between general computer self‐efficacy (GCSE), locus of control, age, peer interaction, technology reliability, social presence, media synchronicity, and metacognitive activity and the e‐learning outcomes of course, performance, course utility, and course satisfaction.

Findings

The results indicate that GCSE, age, social presence, reliability, media synchronicity, and metacognitive activity are related to course satisfaction and utility judgments. In addition, age, metacognitive activity, and reliability are related to course performance and interaction is related to satisfaction. Finally, metacognitive activity partially mediates the relationship between social presence, media synchronicity and satisfaction, and utility judgments.

Originality/value

This paper represents one of the first to investigate a model of e‐learning effectiveness which integrates research on metacognitive activity as well as the role of technology and trainee characteristics.

Details

Journal of Managerial Psychology, vol. 24 no. 6
Type: Research Article
ISSN: 0268-3946

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