Text

theses

ETD doctoral

The design and development of employee training is necessary for large organizations in the corporate, public and non-profit sector, specifically in institutions of higher learning. It benefits an organization to prepare their workforce with technological knowledge in order to improve performance and maintain their competitive advantage. Ultimately, 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 paper, I propose that to obtain learning success and engage employees to learn on- the- job trainers and instructional designers must incorporate motivational factors in the design of a technology-enhanced course with the goal of engaging employees to acquire the computer financial systems skills needed 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 on the job blended learning training programs. 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 navigation and reports, will produce positive learning outcomes and encourage employees to engage in learning in the workplace. With a case study approach, and using qualitative methods of research will allow the deep exploration and understanding of employee’s attitudes and motivation for learning this type of content with a blend course design. Additionally, 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 instructor- led session content for grants administrator course 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 employee/learner’s motivation and subsequent skill acquisition with a blended instructional design that may be duplicated across other systems courses offered by this department.

ETD_10411

Ed.D.

Includes bibliographical references

doi:10.7282/t3-05sw-v535

The author owns the copyright to this work.