叙述的
心理学
专业学习社区
价值(数学)
专业发展
互联网
教育技术
数学教育
在线学习
教育学
计算机科学
多媒体
万维网
语言学
机器学习
哲学
作者
Jane Lee,Taren Sanders,Devan Antczak,Rhiannon Parker,Michael Noetel,Philip D. Parker,Chris Lonsdale
标识
DOI:10.3102/0034654321997918
摘要
The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance; however, many individuals who begin online courses do not complete them. It is not well understood which influences keep individuals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.
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