Search results

This paper aims to apply citation analysis to identify the emerging trends in the area of Web-based training which have been highlighted through Table III.

The analysis is based on citation index analysis from journal citation report 2015 published by Thomson Reuters and science citation index database report (1990 to 2015).To undergo the analysis, we have selected journals in the area of Web-based training/e-learning from the database of 167,214 journals, and some of the information has been collected from various blogs to know the trends taking place in this area.

This review analysis primarily focuses on Web-based training and its research trend between 2010 and 2015. The results indicate that most of the research that has happened in this area mainly concentrate on four things: perception of employees towards Web-based trainings, choosing a mode of training, return on investment (ROI) on training transfer and performance post training.

This study may benefit other research scholars from management and humanities field seeking understanding about research trends and emerging trends in the area of Web-based training.

The goal of this research is to demonstrate how web‐based applications improve the effectiveness of a very important human resource (HR) function. It proposes a framework of a web‐based training needs assessment system for HR professionals to effectively assess employee needs for competency‐based training.

A conceptual framework of a survey‐based training needs assessment using the Internet was developed. A use case detailing a walkthrough of a prototype system developed under this proposed framework was created to illustrate how this system works. A two‐phased operation test of the prototype system was then conducted to assess how well human resource (HR) managers would accept and adopt this technology to develop organizational competencies. The first phase involved demonstrating the use case to a group of experienced HR managers and polling their opinion toward the system. The second phase involved one‐on‐one interviews with three select HR managers who were asked to experience the prototype system hands‐on.

HR managers from both phases of validation demonstrated positive acceptance of both the needs assessment model and the process improvement generated from the web‐based prototype system.

The qualitative validation test was conducted to a small sample of Taiwan's HR managers. Caution is advised when generalizing the positive results to other regions or countries with more advanced IT applications in HR practices.

This study contributes to the HR practice in several ways. First, it qualitatively confirms that HR professionals accept a competence‐based approach to build company's training curriculum. Second, it observes a lack of effective tools to help HR professionals in the task of training needs assessment. Third, it shows that HR professionals do recognize the power of web technology in helping them become more efficient.

Formal competency‐based training programs are rarely implemented in the real world because the process required is both tedious and time‐consuming. This paper adopts Internet technologies in a conceptual model for effective competency‐based training needs assessment, and presents an efficient web‐based tool to assist HR professionals in the needed analysis.

Picture archival and communication systems (PACS) are being widely used in radiology departments for the storage and archiving of medical images of patients. On‐site training for PACS users is often carried out shortly after the hardware installation. PACS users are considered proficient when the number of errors or “unspecified” examinations is minimized. Explores the potential of the Internet as a training medium for PACS applications. Three hospitals participated in this study. It was found that the rate of errors at two of the hospitals reduced considerably after the Web‐based training. The third hospital maintained its consistently low rate of errors both pre and post Web‐based training. Concludes that the Internet can be used as an effective medium for PACS applications training as well as for other similar systems.

This study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance programmes; On-the-job training; Web-based career information; Continuous professional development; External education provision) and employees’ career development. The implications of the moderating effects of gender on the relationships between these eight organisational programmes and career development are assessed.

To examine hypothesised relationships on eight organisational programmes and career development, this paper computed moderated regression analyses using the PROCESS macro (3.5), for a two-way analysis of variance (Hayes, 2018). The data collected are based on a survey sample of employees (n = 322) working in Scotland.

Two main findings arose from this empirical study. First, there are significant direct relationships between seven out of the eight organisational development programmes and their influences on employees’ career development. Second, gender is a significant moderator for four of the programmes’ relationship with career development, namely, coaching, web-based career information, continuous professional development and external education provision. However, gender failed to moderate the four other programmes’ (i.e. 360-degree feedback, job assignment, employee assistance programmes and on-the-job training) relationship with career development.

This paper concludes that closer attention should be given to the organisational design of these development programmes and consideration of potential gender differences in employees’ perception of their importance for career development in their organisation. To date, the majority of research in the literature has concentrated on the impact of training on career development, so this study contributes to the body of knowledge on a set of organisational development programmes and their effect on career development moderated by gender.

A survey carried out during 1998 investigated the use of the World Wide Web for user education in 68 UK university libraries. Almost three‐quarters of the libraries surveyed make use of the Web for this purpose. The Web is used as a supplement to existing user education, in order to support independent, student centred learning and to reach parttime and distance learners. Just ten percent of user education is delivered solely via the Web, but libraries indicated that use will grow in the future. It was found that greater use is made of the Web for information skills training than for library induction. The authors suggest a number of reasons why more use is not being made of the Web for user education and propose future developments in this area. Web‐based instruction is unlikely to completely replace traditional methods, but it can be used to supplement and extend existing provision.

The rapid advancement in information and communication technologies (ICTs) has brought enormous business opportunities as well as challenges. One of these challenges is the demand for ICTs skills and expertise in adopting and implementing these emerging technologies. Coping with skills shortage poses a serious challenge across all European countries. Lack of ICTs skills and knowledge is more evident in small‐ and medium‐sized enterprises (SMEs). As training is regarded as the most effective way of improving skills and enhancing knowledge, this paper attempts to address skills shortage at pan‐European level by identifying SMEs’ needs on ICTs training in the UK, Portugal and Poland. The investigation focuses on the most needed training areas, the required training levels and the preferred training delivery channels. The paper summarises findings from three‐country investigations and highlights the implications of findings for the design and development of a Web‐based training system for the use of ICTs in SMEs.

Universities across the globe are spending an increasing amount of their budgets to offer web-based services to cater information need especially off-campus students. However, the success of web-based services depends on how well the target users are satisfied with the use of the web services. The purpose of this paper is to assess students’ satisfaction with the use of the Allama Iqbal Open University (AIOU) web-based services.

Pilot tested questionnaire-based survey was administered to collect data from a sample of 388; selected through systematic sampling technique from the study’s population consisted of master level students belonged to 11 different academic departments of the Faculty of Social Science and Humanities at the AIOU from all over Pakistan.

Based on 318 useful questionnaires, response rate 82 percent, the results show that majority of the students were satisfied with the use of at the AIOU web-based services except for online mailing books tracking system, library web OPAC and web radio service. However, t-test analysis shows that no difference was found in the opinion of male and female respondents in terms of their satisfaction with the use of the web services. ANOVA results indicate that there was no significant difference depicted in satisfaction with the use of the web services among the respondents enrolled in different disciplines of the faculty. Similarly, no significant difference was found among different age groups. Moreover, the respondents belonging to all five provinces; Punjab, Khyber Pakhtunkhwa, Sindh, Baluchistan, Gilgit Baltistan, and Federal Capital territory showed the same level of satisfaction with the use of the services. The results of regression analysis (R²=0.226) denote that both perceived usefulness and perceived ease of use significantly predicted, 22.6 percent, in students’ satisfaction with the use the web services.

The study provides valuable recommendations which may be helpful for web administration of the university to improve AIOU web-based services.

To the best knowledge, this is the first study conducted to investigate the satisfaction with the use of the university web-based services in distance education’s perspective of Pakistan.

Grounded on the resource-based and dynamic capability views and the contingency theories, this study examines the direct and indirect effects of web technology training (WTT) and web-enabled transaction use (WTU) on business performance (BPE) through internal supply chain integration (ISCI) and supplier supply chain integration (SSCI).

Based on survey data collected from a sample of 175 respondents in the USA, the authors used structural equation modeling with AMOS 24.0 to test the measurement model for validity, reliability and the conceptual model for hypothesized structural relationships.

The results reveal that WTT significantly impacts WTU, which, in turn, has a significant direct relationship with BPE. Further, WTU indirectly affects BPE through SSCI. Additionally, ISCI has a significant direct effect on SSCI.

The findings support the relationship between WTT and BPE via WTU SCI. Managers are advised to develop ongoing capabilities in WTT to maximize the value of WTU to enhance the ISCI and SSCI operations, thus leading to improvements in BPE.

The research contributes to the supply chain literature by empirically demonstrating the usefulness of WTT in improving WTU use and BPE through effective ISCI and SSCI.

To suggest to others in the field an approach equally valid for transforming existing courses into online courses and for creating new online courses.

Using the literature for substantiation, this article discusses the current rapid change within organizations, the role of technology in that change, and the consequent necessity of transforming existing face‐to‐face training into or creating new online courses. Further, it proposes a training model that explains the role of the principles of project management and instructional design and how to apply them to achieve this transformation and/or creation.

This approach, which is based on the author's years of experience as an instructional designer and teacher and verified by recognized authorities in the field, combines the practice of project management, instructional design (both traditional and online) to produce a training model suited to today's business environment.

The model portrayed by this paper provides a rationale for melding the principles of various disciplines and sub‐disciplines, thereby producing a means to evolve training into a form more capable of satisfying current industrial needs.

New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user) centred design as it applies to the design and development of elearning systems and applications. E‐Learning is gaining momentum and the respective interest in design methods and practices for such systems is continuously increasing. Nevertheless it is not clear how learner‐centred design can be implemented in practice; questions, such as what are the processes included in learner‐centred design, what kind of activities should take place, how can existing human‐centred design methodologies be combined with instructional design methods and techniques, remain unanswered. This paper stresses the need for an effective integration between usability ‐ the ultimate goal for every human‐centred design effort ‐ and instructional design concepts, techniques and practices. It presents a case study where authors’ activities to design a web‐based training curriculum are described. Problems and challenges of applying human‐centred design and instructional design methods and techniques are discussed along with future research dimensions.