A study of factors associated with online training on performance and satisfaction of academic counsellors

Main Article Content

G. Mythili

Abstract

The main objective of the study is to identify a set of factors with regard to online training environment that may lead to increased performance and satisfaction for online trainees. Around 722 academic counselors who will join the Academic counselors training programme (ACT-Online) of IGNOU and around 20 instructors/evaluators involved in the training programme will form the sample of the study. Two scales (Grasha & Reichmann’s Student Learning Styles Scale, Attitude Towards E-learning Scale) and three questionnaires were used (i) to study the perception of the participants and their level of satisfaction, (ii) to assess the performance of the participants before the training, (iii) to assess the performance of the participants after the training will be used for the study. All the questionnaires and scales will be administered online. The instructors/evaluators will be interviewed by the researcher in face-to-face situation. Both qualitative and quantitative analyses methods (Mean, SD, ANOVA, Correlation Matrix, Principle Component Factor analyses etc.) will be used. The data will be analysed using SPSS. The findings of the study would help the university to find out the effectiveness of the online training and also to improve the quality of ongoing and future online training programmes. The researchers in ODL, teachers, administrators, policy makers and others who want to deliver training programmes through online mode would also be benefited from the findings of this study.

Article Details

How to Cite
Mythili, G. (2019). A study of factors associated with online training on performance and satisfaction of academic counsellors. Asian Journal of Distance Education, 14(2), 98-113. Retrieved from http://asianjde.org/ojs/index.php/AsianJDE/article/view/427
Section
Articles

References

Alkhalaf, S., Drew, S. & Alhussain, T. (2012). Assessing the impact of e-learning systems on learners: A survey study in the KSA. Procedia-Social and Behavioural sciences, 47, 98-104.
Bower, B.L. (2001). Distance education: Facing the faculty challenge. Online Journal of Distance Learning Administration 4(2) 1-6.
Bozkurt, el al. (2015). Trends in Distance Education Research: A Content Analysis of Journals 2009-2013, The International Review of Research in Open and Distributed Learning, 16(1).
Chand, M. (2010). ‘Africa Quality August-October 2010’ available at http://www.indiaafricaconnect.in/africa%20quarterly/AQ-oct%2010.pdf
Fabry, DL., Higgs. LR. (1997) Barriers to the effective use of technology in education: current status. Journal of Educational Computing Research, 17(4), 385–395.
Garcia-Beltran, A. & Martinez, R. (2005). Spread of an e-learning system in a polytechnical university. (http://www.dii.etsii.upm.es/documents/IADIS2004133CR.pdf retrieved 14, October 2015).
Grabe. M., & Grabe. C. (2008). Integrating technology for meaningful learning, 5th edn. Houghton Mifflin Company, Boston.
Grasha, A. F. (1996). Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh: Alliance Publishers.
Hagenson, L. & Castle, D. (2003). The integration of technology into teaching by University College of education faculty. In: Crawford C, Willis DA, Carlsen R, Gibson I, McFerrin K, Price J, Weber R (eds) Proceedings of society for information technology and teacher education international conference.
Keengwe, J., Kidd, T. & Kyei-Blankson, L. (2009). Faculty and Technology: Implications for Faculty Training and Technology Leadership, Journal of Science Education and Technology 18, 23-28.
Latchem, C. (2004). Staff Development for Open and Flexible Learning, Learning & Teaching in Action, 3(1), 20-34.
Leidner, D. L., & Jarvenpaa, S. L. (1995). The rise of information technology to enhance management school education: a theoretical view. MIS Quarterly, 19, 265–291.
Lorenzo, G., & Moore, J. (2002). The Sloan Consortium report to the nation: Five pillars of quality online education. Alfred P. Sloan Foundation, 2002. Retrieved from http://www.sloan-c.org/effective/pillarreport1.pdf, 12, October 2015.
Malik, M. W. (2010). Factor effecting learner’s satisfaction towards e-learning: A conceptual framework, OIDA International Journal of Sustainable Development 02:03 (2010) 77-82.
McKenzie, J. (2001). How teacher learn technology best. From Now On: The Educational Technology Journal, 10(6). Retrieved January 02, 2008, from http://www.fno.org/mar01/howlearn.html, 14, October 2015.
Mishra, S. and Santosh, P. (2007) Development and Factor analysis of an Instrument to measure Faculty Attitude towards e-Learning, Asian Journal of Distance Education Vol 5, No1, pp 27-33.
Mishra, S. (1997). A critical analysis of periodical literature in distance education. Indian Journal of Open Learning, 6(1&2), 39-53.
Munyoka, W. (2014). Evaluation impact of tele-education as new open distance learning delivery mode on learners in Botswana. Procedia-Social and Behavioural sciences 116 (2014) 1248-1252.
Naidu, S. (2003). Trends in faculty use and perceptions of e-learning. Online Journal of Distance Learning Administration, 4(2), pages 1-6.
Nanda, S. & Saxena, A. (2013). A novel learning environment: Case study of the Pan African e-Network Project Turkish Online Journal of Distance Education, April 2013, Vol. 14, No.2, Article 16.
Pajo, K. and Wallace, C. (2001). Barriers to uptake of web based technology by university teachers. Journal of Distance Education, 16(1), 70-84.
Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: a research framework and a preliminary assessment of effectiveness in basic IT skill training. MIS Quarterly, 25(4), 401–426.
Rossen E., & Hartley. D., (2001). Basic of E-learning. Info-lines, A STD, Sept.2001.
Saade´, RG., Nebebe, F. & Tan, W. (2007). Viability of the ‘‘technology acceptance model’’ in multimedia learning environments: a comparative study. Interdisciplinary Journal of Knowledge and Learning Objects, 37, 175–184.
Schrum, L., Skeele, R. & Grant, M. (2002). One college of education’s effort to infuse technology: a systemic approach to revisioning teaching and learning. Journal of Research on Technology in Education 35(2):256–271
Sellani, R.J. & Harrington, W. (2002). Addressing administrator/faculty conflict in an academic online environment. Internet and Higher Education, 5, 131-145.
Sharma, R. (2001). Online Delivery of Programmes: A case study of IGNOU. The International Review of Research In Open And Distributed Learning, 1(2). doi:http://dx.doi.org/10.19173/irrodl.v1i2.18
Sharma, R. (2010). Perspectives on distance education: Open schooling in the 21st century. The International Review of Research in Open And Distributed Learning, 11(2), 97-99. doi:http://dx.doi.org/10.19173/irrodl.v11i2.852
Song, S. M., & Bosselman, R. (2011). Contextual factors that influence learning effectiveness: Hospitality students’ perspectives. ScholarWorks@Umass Amherst. http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1327&context=gradconf_hospitality Retrieved on October 13, 2015.
Suniti, N.G, & Tara, J. (2012). The Pan African e-Network Project: A new learning culture. Turkish Online Journal of Distance Education July 2012, Vol. 13. No.3. Article 14.
Zawacki-Richter, O. (2009). Research areas in distance education: a Delphi study. International Review of Research in Open and Distributed Learning, 10(3).
Zawacki-Richter, O., Bäcker, E. M., & Vogt, S. (2009). Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns. International Review of Research in Open & Distributed Learning, 10(6).
Zawacki-Richter, O., & Anderson, T. (2014). Online distance education: Towards a research agenda. Edmonton, Canada: AU Press.
Zhao, Y. & Cziko, GA. (2001). Teacher adoption of technology: a perceptual control-theory perspective. Journal of Technology and Teacher Education 9(1):5–30.