Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
Historically, organizations have used in-person training, while sometimes relying on technology (e.g., pre-recorded tapes), to train employees. However, online instruction has become the preferred method of educational and organizational learning experiences, exacerbated by the COVID pandemic (Use, 2020). Sometimes online learning produces greater knowledge gain and similar satisfaction to in-person instruction, and other times the learning is equal (cf. Sitzmann, et al., 2006). Despite the assumption that online training is cheaper and easier to deliver, it should be implemented so that the technology allows for effective learning (Salas et al., 2012, emphasis added) and in ways that accommodate disabilities (Use, 2020). One strategy for tailoring online instruction could be to mold it to employees’ personalities and attention spans. An increased reliance on online instruction could grant people with diminished attention spans, such as those diagnosed with ADHD and other learning disabilities, a more accommodating space to accommodate their learning experience. A less structured learning environment is likely to be preferred by individuals who have lower attention abilities, due to their ability to complete tasks at their own pace and freedom to express excess energy, as individuals with diagnoses such as ADD or ADHD often benefit from being able to move around and fidget, which can aid in their learning of complex material (CBC, 2017). The learning of certain complex material or training will then affect transfer, or the application of material learned on the job site (Lacerenza, et al, 2017). The current study hypothesizes that individuals with high scores of extroversion and high attention abilities will report lower online learning satisfaction/success compared to individuals in an in-person class. Participants will be college students enrolled in either an in-person or online course. Satisfaction and success will be measured with a survey developed by Keller & Karau (2013), and attention skills will be measured with Span et al.’s (2002) measure of attention. If the hypotheses are supported, the results can be used to support online learning/training being shifted to meet the reasonable needs/accommodations for employees, for example for those with learning disabilities, in accordance with the Americans with Disabilities Act.
Date
10-16-2021
Subject
Industrial and organizational psychology
Document Type
posters
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by-nc-nd/3.0/
Included in
Cognition and Perception Commons, Industrial and Organizational Psychology Commons, Personality and Social Contexts Commons
Looking For A More Effective Online Learning Experience: Personality and Attention Ability As Moderators
Historically, organizations have used in-person training, while sometimes relying on technology (e.g., pre-recorded tapes), to train employees. However, online instruction has become the preferred method of educational and organizational learning experiences, exacerbated by the COVID pandemic (Use, 2020). Sometimes online learning produces greater knowledge gain and similar satisfaction to in-person instruction, and other times the learning is equal (cf. Sitzmann, et al., 2006). Despite the assumption that online training is cheaper and easier to deliver, it should be implemented so that the technology allows for effective learning (Salas et al., 2012, emphasis added) and in ways that accommodate disabilities (Use, 2020). One strategy for tailoring online instruction could be to mold it to employees’ personalities and attention spans. An increased reliance on online instruction could grant people with diminished attention spans, such as those diagnosed with ADHD and other learning disabilities, a more accommodating space to accommodate their learning experience. A less structured learning environment is likely to be preferred by individuals who have lower attention abilities, due to their ability to complete tasks at their own pace and freedom to express excess energy, as individuals with diagnoses such as ADD or ADHD often benefit from being able to move around and fidget, which can aid in their learning of complex material (CBC, 2017). The learning of certain complex material or training will then affect transfer, or the application of material learned on the job site (Lacerenza, et al, 2017). The current study hypothesizes that individuals with high scores of extroversion and high attention abilities will report lower online learning satisfaction/success compared to individuals in an in-person class. Participants will be college students enrolled in either an in-person or online course. Satisfaction and success will be measured with a survey developed by Keller & Karau (2013), and attention skills will be measured with Span et al.’s (2002) measure of attention. If the hypotheses are supported, the results can be used to support online learning/training being shifted to meet the reasonable needs/accommodations for employees, for example for those with learning disabilities, in accordance with the Americans with Disabilities Act.
Department
University of Tennessee at Chattanooga. Dept. of Psychology