Predicting Training transfer of new computer software skills: A research study comparing e-learning and in-class delivery

Abstract

E-learning is reported to provide trainees with flexible and individual learning opportunities as well as increased practice iterations that reduce time lag between new content and application attempts. This study was designed to study the impact e-learning has on training transfer, as future application of computer software skills. Training transfer, also called skill transfer, is determined by the degree to which trainees can effectively apply skills learned in a training session to the workplace. This study on elearning emphasizes online training as a design factor that influences training transfer. The study examines the effectiveness of training transfer by comparing skill transfer from students enrolled in an online computer software class to students’ skill transfer in a classroom/lab delivery. As explained by the Theory of Planned Behavior (TPB), attitudes, subjective norms, and perceived behavior control represents the direct antecedents and predictors of the intent to transfer training. The study has implications for understanding factors that contribute to training transfer and differences between e-learning and more traditional training deliveries. The findings report that e-learners are not statistically different from classroom learners in the intent to apply new software skills. However, learners with higher attitudes and higher perceived behavioral control were statistically stronger in the intent to apply new software skills. In addition, learners with higher goal setting structure, as a modifier for perceived behavioral control, had stronger intention to apply new software skills. The findings have implications for further research as well as workplace training applications.

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