Announcement of Ed.D. Dissertation Defense: Designing Technology-Enriched Training and Motivating Workforce Learning

Tuesday, December 3, 2019 9:30am - 11:00am

GSE 211

 The effectiveness of workplace learning programs are linked to employee/learner motivation. However, our current understanding of workplace learning does not always acknowledge the importance of learner motivation to acquire new skills. In this study, I propose that to obtain learning success and engage employees to learn on- the- job, employers must incorporate motivational factors in designing training for employees to acquire the technological systems skills they need to perform their job. I will review studies of e-learning methods, expectancy theory of motivation, and computer self-efficacy theories that influence employee learners to engage in a blended learning training program. This paper will describe how the integration of Keller's ARCS (attention, relevance, confidence, and satisfaction) model of motivational to the redesign and development of a blended learning (classroom and e-learning) course on grants and contracts accounting systems, will produce positive learning outcomes and encourage employees to engage in learning. A case study approach, and using qualitative research methods will allow the deep exploration and understanding of employee’s attitudes and motivation for learning. The collaboration with subject matter experts, grants trainer and financial systems consultants from the University Office of Research and Development grants and contracts accounting group will help re-design the course content for grants administrators that is currently being delivered. Tables and figures will present the interface of motivational and instructional design; motivational categories of the ARCS Model; the conjecture map guiding the embodiments of the course design for a blended course and suggestion for future e-learning course development. It is hoped that this design-based research will gather the data that supports my high-level conjecture that proposes that using a technology enriched instructional design intervention in the workplace; a knowledge bridge can solve problems of technology self-efficacy for adult learners when using systems related to their business function. And, that incorporating ARCS motivation model embodiments in the blended instructional design will produce learning outcomes and lead to motivation to learn in the workplace. Furthermore, it is hoped that this study will help understand learner’s motivation to learn and may be duplicated across other systems courses offered by this institution.
   
   Keywords: ARCS, e-learning, blended learning, motivation, on- the- job training, workforce learning, adult learners, computer self-efficacy

     

Who to contact:

Wanda Colon

wc32@finance.rutgers.edu