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Using Self-Regulatory Learning to Enhance E-Learning-Based Information Technology Training

Gatton College of Business and Economics, University of Kentucky, Lexington, Kentucky 40506
Lewis College of Business, Marshall University, Huntington, West Virginia 25755
Queen's School of Business, Queen's University, Kingston, Ontario Canada K7L 3N6
santhan{at}uky.edu
sasidharan{at}marshall.edu
jwebster{at}business.queensu.ca

Technology-mediated learning methods are widely used by organizations and educational institutions to deliver information technology training. One form of technology-mediated learning, e-learning, in which the platform is the tutor, is quickly becoming the cost-effective solution of choice for many corporations. Unfortunately, the learning outcomes have been very disappointing. E-learning training makes an implicit assumption that learners can apply a high level of self-directed learning to assimilate the training content. In contrast, based on perspectives from social cognitive theory, we propose that instructional strategies need to persuade learners to follow self-regulated learning strategies. We test our ideas with participants who were trained through e-learning to design a website. Our findings indicate that participants who were induced to follow self-regulated learning strategies scored significantly higher on learning outcomes than those who were not persuaded to do so. We discuss our findings, and suggest that the interaction among information technology features, instructional strategies, and psychological learning processes offers a fruitful avenue for future information systems training research.

Key Words: e-learning; laboratory experimentation; information technology training; self-regulatory learning; social cognitive perspective; pretraining scripts; website development; self-efficacy
History: This paper was received on August 19, 2005.