The purpose of this paper is to identify the types of interruptions learners experience during online training and their effects on learning.
An internet-based survey was distributed to individuals who experienced interruptions during e-learning to uncover common characteristics. A conceptual framework relating interruption characteristics to self-regulatory facets of learning is discussed.
The study reveals that e-learners experience computer malfunctions, supervisors and family/friends as common sources of interruptions. The survey also reveals that interruptions are occasionally self-generated.
This paper synthesizes the interruption and self-regulated learning literatures and provides a framework for understanding how interruptions affect online learning. This framework can be used by practitioners and scholars for future research and testing interrupted e-learning.
Federman, J.E. (2019), "Interruptions in online training and their effects on learning", European Journal of Training and Development, Vol. 43 No. 5/6, pp. 490-504. https://doi.org/10.1108/EJTD-10-2018-0100Download as .RIS
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