Search results

The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.

This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.

A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.

Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.

The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.

Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.

Universiti Brunei Darussalam has been fostering the study of foreign languages in Brunei to expand their undergraduates’ accessibility in the job market and overall give them equal opportunities to have a quality foreign language learning experience. This paper is a critical analysis of past studies by Ainol and Isarji’s (2009) on foreign language learners at Universiti Kebangsaan Malaysia (UKM), and Universiti Teknologi MARA (UiTM), and Farhana’s (2019) study on Universiti Brunei Darussalam’s (UBD) foreign language learners’ motivation. A focused investigation at how different motivation types, namely intrinsic, extrinsic, instrumental, and integrative, affect foreign language learners at the university level in Brunei Darussalam and Malaysia. A pattern observed in Brunei and Malaysian universities is that intrinsic motivation is the foundation of foreign language learning. Bruneian undergraduates are learning out of interest, and their Malaysian counterparts are learning because they enjoy the experience. While the university's language policy determines the number of students learning a foreign language each semester, the outcome is still highly dependent on the student's motivation to learn the foreign language.

Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer’s behavioral intention to learn such skills. Based on the motivation-ability-role perception-situational factors (i.e. the MARS model), the purpose of this paper is to argue that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self-efficacy (A), change agent role perception (R), and situational support (S).

Data collected from 254 IS developers are analyzed using the partial least squares technique.

Results show that a developer’s intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self-efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non-work support positively influence both extrinsic and intrinsic learning motivation. Notably, non-work support has a greater impact on both absolute and relative learning self-efficacy.

Though many of the proposed hypotheses were supported, results showed several interesting and unexpected findings. First, regarding the change agent role perception, people who perceived themselves as advocates displayed a higher level of intention to learn business skills than did those who identified with the other two roles (i.e. traditionalist and facilitator). Second, when compared to extrinsic learning motivation, intrinsic learning motivation contributed more to the intention to learn business skills. Third, the study contributes to the literature by finding that, in terms of direction and magnitude, the two types of self-efficacy have similar influence on an IS developer’s behavioral intention to learn business skills. Finally, work support was found to have a positive impact on both extrinsic and intrinsic learning motivation. However, it was interesting to note that work support did not lead to significantly higher levels of relative and absolute learning self-efficacy.

The findings of this study provide several critical implications for practitioners seeking to encourage IS developers to learn b-skills. First, organizations should strongly encourage IS developers to take on the advocate role in ISD projects, and urge them to acquire business skills through formal education and on-the-job training. Second, organizations should also help IS developers understand how learning business skills is important for their future work and potential self-growth, rather than focusing solely on extrinsic benefits such as promotion or remuneration. Third, organizations can also make use of the strategies to enhance IS developer’s learning self-confidence and beliefs, which will, in turn, increase their intention to learn business skills. Finally, support from others is influential in the formulation of positive work attitudes and behaviors, so organizations will benefit when employees are well supported.

While prior research has emphasized the importance of business skill possession for IS developers during the system development process, few studies have explored the factors affecting an IS developer’s behavioral intention to learn those business skills. This study intends to bridge this gap by investigating factors that drive IS developers’ intention to learn business skills. The findings of this study are useful to researchers in the development and testing theories related to IS developer learning behavior, and to practitioners to facilitate business skill learning for their IS development staff.

The purpose of this study is to examine the factors related to the employee as an individual, that affect the quality and level of the individual’s assimilation of knowledge (AOK) which is transmitted by way of organizational learning.

All subjects (317) of this research were employed at different positions in day camps of a social organization. The study examined the subjects’ AOK relating to the organization’s security and safety procedures. The variables examined in this study include: the employee’s organizational commitment; the employee’s perception of the organization’s culture; the employee’s perception of the advantage inherent in the security and safety information; the employee’s self-efficacy; and the employee’s motivation to assimilate the new knowledge.

The research variables explained a significant part (37 per cent) of the variance obtained with respect to assimilation and learning in the organization. The most powerful explanation for the variance in degree of implementation was the perception of the organization’s security and safety culture and the subject’s self-efficacy. Subjects’ perceived advantage from the knowledge did not make a significant contribution and motivation serves as a mediator but it does not mediate directly between the variables and AOK.

The research was conducted in a single organization. We recommend conducting similar studies in other organizations, including other types of organizations, to strengthen the conclusions which derive from our research. We also recommend that future research should use alternative methodologies (e.g. qualitative research and review of the results by experts) since other methodologies might reveal new facts that may have been uncovered in the use of the quantitative method applied in our research.

We recommend that an organization which strives to be a learning organization, should pay attention, inter alia, to factors relating to the employees themselves, and in particular: increasing the employees’ self-efficacy, clarifying the benefits to the employee of the transmitted knowledge; and bringing the organization’s values and culture into clearer focus for the employees.

The unique nature of our research model is twofold: first, the variables on which we have chosen to focus are different from other studies, and to our knowledge, the combination of these variables and the examination of these variables in relation to learning in the context of organizations have not been examined in other studies. Second, our model gauges the effects of an employee’s subjective perception with relation to his organization’s culture, his perceived advantage with regard to the subject-matter which he is learning and his self-assessed existing knowledge.

Personality traits are assumed to influence cognitive processes as well as academic motivation and learning approaches of the students. Based on these assumptions, the present study investigates the association of HEXACO personality traits with academic motivation as well as influence of those traits on students' learning approaches in educational contexts.

Self-reported measures of personality orientation, academic motivation and learning approaches were obtained from 404 respondents in a classroom environment. The SPSS 20 software was used to conduct the correlations and the hierarchical regression analyses. The Eviews 10 software was used to develop the structural equation model to find the inter-relations among the study variables.

The findings reveal the influence of personality traits on academic motivation and learning approaches of the students. Among different personality traits, consciousness appeared to have highly positive impact on deep learning and intrinsic motivation of the studies. Neuroticism appeared to have most negative impact related to surface learning and amotivation of the learning contents.

The findings validates the existence of HEXACO personality traits among the students in central Asian context. It future reiterated individual differences in learning strategies and learning motivation among the learners. The results may help academics and policy makers take appropriate measures to increase academic motivation and select appropriate learning approaches.

This is one of the pioneer studies to investigate the relationship between HEXACO personality traits, learning strategies and academic motivation. Validation of the HEXACO framework will help to understand students' personality in a more detailed and elaborative way and will contribute to the existing literature on personality and learning outcomes.

There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.

This scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.

The results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs.

This seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.

Internet technology in the classroom has become the primary demand of every student in this era. Moreover, information and communication technology aids students' learning involvement and progress by providing learning assistance by improved instructor, pupil and interactions with fellows. Using an asynchronous Web-based learning environment (WBLE) is one way to manage such assistance. This study aims to identify to what extent the asynchronous WBLE affects students' interest and motivation in learning mathematics at Shah Abdul Latif University (SALU), Khairpur.

This research uses a survey research design under a quantitative approach. Therefore, data are collected through a questionnaire about students' motivation and interest in learning mathematics via asynchronous WBLE. Data are collected from the students of four departments (BEd, BSCS, BBA, BS Mathematics) of SALU, Khairpur. However, as the nature of this study is quantitative, both descriptive and inferential statistics were used in the results and discussion, and a one-way ANOVA test was used. The Cronbach alpha test was also used to assess the item's reliability, and the items were found to be acceptable.

The findings of this study discovered that asynchronous WBLE has a significant impact on students' intrinsic, extrinsic and interest levels. The results indicated that there is a positive impact based on the level of mean range of asynchronous WBLE on mathematics students.

The outcome of this study can be used as a guideline to understand and further plan or develop educational interventions based on the level of motivation and interest of mathematics students towards asynchronous WBLE in other contexts.

This is first study of its nature in the context of Khairpur district of Sindh that emphasizes on the motivation and interest of mathematics students toward asynchronous WBLE.

The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.

A survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.

Results showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.

Overall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.

The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components.

Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing).

The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches.

Data are obtained from students studying at a specific university in two degrees.

The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students’ motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations.

This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators.

The purpose of this study is to contribute to the understanding of factors that affect training effectiveness. According to the literature, social support, perceived content validity, transfer design, the motivation to improve work through learning and positive transfer, contribute to the effectiveness of training.

The sample used consisted of 202 employees with ages between 18 and 60 years, working for an insurance company where they had training for a period of three months.

The results show a relationship between perceived content validity and transfer design, as well as with the motivation to improve work through learning. A mediating role of social support was also evident in this relationship. Finally, the authors highlight the findings of the relationship between motivation to improve work through learning and positive transfer.

These findings contribute to the literature by demonstrating how the role of social support can increase training effectiveness in organizations.