Interruptions in online training and their effects on learning

Abstract

Purpose

The purpose of this paper is to identify the types of interruptions learners experience during online training and their effects on learning.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Citation

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-10-2018-0100