Evaluating webinar‐based training: a mixed methods study of trainee reactions toward digital web conferencing

Andreas Gegenfurtner,Alexander Zitt,Christian Ebner

doi:10.1111/ijtd.12167

Andreas Gegenfurtner, Alexander Zitt + Show 1 more

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https://doi.org/10.1111/ijtd.12167

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Abstract

What are the reactions of training participants toward digital webinar‐based training programs? Webinars are digital tools to deliver training and education through synchronous audiovisual communication among remotely located training instructors and participants. A webinar is a special case of web conferencing that serves the educational function of learning and teaching. Because the previous literature underemphasized the webinar process and qualitative learner experiences, the present study aimed to explore the reactions of 419 trainees toward 48 webinars in the four content areas supply chain management, industrial management, early childhood education and mathematics, the present study used a sequential mixed methods research design. The quantitative part of the study employed a multi‐item online questionnaire to measure satisfaction and reactions toward the webinar trainer; survey responses were analyzed to estimate mean differences across webinars. The qualitative part of the study employed narrative interviews with 23 trainees; interview transcripts were analyzed with qualitative content analysis to identify how the instructional design, webinar content and implementation can be improved for future web conferences. The findings indicate that early childhood education trainees had the highest satisfaction levels. Trainees preferred greater levels of learner‐teacher interaction, less time spent on discussing task solutions collaboratively and digital webinar recordings as a follow‐up possibility at home or in the workplace. Trainees also liked the fact that webinars afforded the possibility to deepen the content, to prepare for upcoming exams and to have virtual consultation hours with the facilitator. Furthermore, trainees preferred webinars no longer than 90 min and webinars on weekdays after work rather than at weekends. Optimal internet/broadband connections were perceived as a requirement across web conferencing and virtual classroom programs for effective digital education. Implications of the findings for educational technology, human resource development and professional learning are discussed.

Highlights

Digital technologies are common choices nowadays for training and human resource development purposes (Cook et al, 2010; Gegenfurtner et al, this issue; Gegenfurtner et al, 2013; Johnson et al, 2011; Liu et al, 2016; Nicklen et al, 2016; Siewiorek & Gegenfurtner, 2010; Wang & Hsu, 2008)
The few existing studies evaluate trainee satisfaction (e.g. Amhag, 2015; Polanco-Bueno, 2013); aspects such as technology-enhanced instructional design, training content or optimal modes of implementation tend to be deemphasized. This lack of empirical investigation is unfortunate because more detailed information about how to design, deliver and implement web conferencing tools in training and adult education would contribute to offering webinars that meet the needs of training participants and instructors and, enhance training motivation and training effectiveness (Bell et al, 2017; Gegenfurtner et al, 2010; Gorges et al, 2015; Knogler et al, 2013; Noe, 2017; Quesada-Pallarès & Gegenfurtner, 2015; Schmidt-Hertha et al, 2017; Segers & Gegenfurtner, 2013; Siewiorek et al, 2013)
The study findings contribute to our understanding of trainee needs, preferences and satisfaction levels in the context of webinar-based training programs as they relate to the technology-enhanced instructional design, content and implementation of webinars

Summary

Introduction

Digital technologies are common choices nowadays for training and human resource development purposes (Cook et al, 2010; Gegenfurtner et al, this issue; Gegenfurtner et al, 2013; Johnson et al, 2011; Liu et al, 2016; Nicklen et al, 2016; Siewiorek & Gegenfurtner, 2010; Wang & Hsu, 2008). Amhag, 2015; Polanco-Bueno, 2013); aspects such as technology-enhanced instructional design, training content or optimal modes of implementation tend to be deemphasized This lack of empirical investigation is unfortunate because more detailed information about how to design, deliver and implement web conferencing tools in training and adult education would contribute to offering webinars that meet the needs of training participants and instructors and, enhance training motivation and training effectiveness (Bell et al, 2017; Gegenfurtner et al, 2010; Gorges et al, 2015; Knogler et al, 2013; Noe, 2017; Quesada-Pallarès & Gegenfurtner, 2015; Schmidt-Hertha et al, 2017; Segers & Gegenfurtner, 2013; Siewiorek et al, 2013). This study contributes empirically to the research literature by offering evaluation outcomes that can help inform human resource development and educational practice when creating webinar-based training programs

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