Abstract
Since learning strategies seem to be an important set of variables to explain the effectiveness of training and e-learning in organizations is here to stay, this paper aimed to analyze the factor structure and psychometric properties of a Learning Strategies Scale (LSS) and its relationship with the training transfer in an e-learning corporate context. A total of 3600 employees of a Brazilian bank participated in this study by responding to the LSS after taking part in an online course. We measured training transfer with self-evaluation and hetero-evaluation scales. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A four-factor structure and an acceptable level of fit for the model were found. All types of learning strategies were related to training transfer in self-evaluation, and the cognitive and help-seeking strategies contributed to explain training transfer in hetero-evaluation. As a reliable and valid measure that predicts the effectiveness of training and job performance, participants should be advised about the learning strategies that produce better performance results at the workplace. Future research should use it in different contexts and samples, analyzing its relationships with other workplace variables.
Highlights
E-learning programs, which consist of using electronic resources to deliver contents through the Internet, along with the rapid technological changes—above all Information and Communication Technologies (ICT)—demand a range of different skills, tending to offer trainees increasingly larger amounts of control over their own learning process (DeRouin, Fritzsche, & Salas, 2005)
Growing empirical evidence suggests the importance of self-regulatory strategies in e-learning (Vovides, Sanchez-Alonso, Mitropoulou, & Nickmans, 2007), their mediation role in the relationship between training and learning (Aguinis & Kraiger, 2009), and their relevance to explain training transfer, providing trainees with skills that help them transfer successfully when they return to the workplace (Burke & Hutchins, 2007)
Confirmatory factor analysis and internal consistency With respect to distributional assumptions, skewness and kurtosis significantly departed from the values expected under the normality assumption for 15 out of 19 items—the exceptions were for items: 1 (3.94), 12 (2.56), 4 (2.74), and 6 (2.43)
Summary
E-learning programs, which consist of using electronic resources to deliver contents through the Internet, along with the rapid technological changes—above all Information and Communication Technologies (ICT)—demand a range of different skills, tending to offer trainees increasingly larger amounts of control over their own learning process (DeRouin, Fritzsche, & Salas, 2005). “learning how to learn” is strategic nowadays and providing trainees with skills that help them learn and achieve better performance results is especially relevant when contents are available anywhere and anytime (Badia & Monereo, 2010; Warr & Allan, 1998). In this sense, trainees use procedures called learning strategies to facilitate acquisition, retention, and subsequent application of the knowledge learned in educational programs. Growing empirical evidence suggests the importance of self-regulatory strategies in e-learning (Vovides, Sanchez-Alonso, Mitropoulou, & Nickmans, 2007), their mediation role in the relationship between training and learning (Aguinis & Kraiger, 2009), and their relevance to explain training transfer, providing trainees with skills that help them transfer successfully when they return to the workplace (Burke & Hutchins, 2007)
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