How Adults Learn from Self‐Paced, Technology‐Based Corporate Training: New focus for learners, new focus for designers

Abstract

How do adults learn from self‐paced, technology‐based corporate training, which they select based on its relevance to their current employment responsibilities? Specifically, how do adults use the following learning strategies: prior experience, reflection, metacognition, conversations, generative learning strategies, and authentic experiences? Based on a recent dissertation research investigation, the author found that learning starts with, and is sustained by, metacognition which was defined as self‐assessment and self‐correction. While learners using metacognition is by no means a new phenomenon, learners using metacognition significantly more often than other learning strategies has important implications for the design of new generations of online distance instruction. Similarly, that learners frequently use conversations to learn from self‐paced, technology‐based training strongly suggests that dialogs and discussions are important in the design of these new ways of learning.

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