Library

eCommons

DigitalCollections@ILR
ILR School
 

Adaptive Guidance: Effects On Self-Regulated Learning In Technology-Based Training

Simple item page
dc.contributor.authorBell, Bradford S.
dc.contributor.authorKanar, Adam
dc.contributor.authorLiu, Xiangmin
dc.contributor.authorForman, Jane
dc.contributor.authorSingh, Mila
dc.date.accessioned2020-11-25T14:55:04Z
dc.date.available2020-11-25T14:55:04Z
dc.date.issued2006-12-06
dc.description.abstractGuidance provides trainees with the information necessary to make effective use of the learner control inherent in technology-based training, but also allows them to retain a sense of control over their learning (Bell & Kozlowski, 2002). One challenge, however, is determining how much learner control, or autonomy, to build into the guidance strategy. We examined the effects of alternative forms of guidance (autonomy supportive vs. controlling) on trainees’ learning and performance, and examined trainees’ cognitive ability and motivation to learn as potential moderators of these effects. Consistent with our hypotheses, trainees receiving adaptive guidance had higher levels of knowledge and performance than trainees in a learner control guidance. Controlling guidance had the most consistent positive impact on the learning outcomes, while autonomy supportive guidance demonstrated utility for more strategic outcomes. In addition, guidance was generally more effective for trainees with higher levels of cognitive ability and autonomy guidance served to enhance the positive effects of motivation to learn on the training outcomes.
dc.description.legacydownloadsWP06_17_Adaptive_Guidance.pdf: 938 downloads, before Oct. 1, 2020.
dc.identifier.other242604
dc.identifier.urihttps://hdl.handle.net/1813/77338
dc.language.isoen_US
dc.subjectCAHRS
dc.subjectILR
dc.subjectcenter
dc.subjecthuman resource
dc.subjectjob
dc.subjectworker
dc.subjectadvanced
dc.subjectlabor market
dc.subjectsatisfaction
dc.subjectemployee
dc.subjectwork
dc.subjectmanage
dc.subjectmanagement
dc.subjecthealth care
dc.subjectflexible benefit
dc.subjectHRM
dc.subjectemploy
dc.subjectmodel
dc.subjectindustrial relations
dc.subjectjob satisfaction
dc.subjectjob performance
dc.subjectproductivity
dc.subjectmeasurement
dc.subjectcompensation
dc.subjectpay
dc.subjectvoluntary turnover
dc.subjectsalary
dc.subjectpay level
dc.subjectbenefit
dc.subjectpay raise
dc.subjectjob growth
dc.subjectmanagerial
dc.subjectemployment growth
dc.subjectcollege degree
dc.titleAdaptive Guidance: Effects On Self-Regulated Learning In Technology-Based Training
dc.typepreprint
local.authorAffiliationBell, Bradford S.: bb92@cornell.edu Cornell University
local.authorAffiliationKanar, Adam: amk58@cornell.edu Cornell University
local.authorAffiliationLiu, Xiangmin: xl62@cornell.edu Cornell University
local.authorAffiliationForman, Jane: jwf25@cornell.edu Cornell University
local.authorAffiliationSingh, Mila: ms464@cornell.edu Cornell University

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
WP06_17_Adaptive_Guidance.pdf
Size:
142.96 KB
Format:
Adobe Portable Document Format
Download

Collections

CAHRS Working Paper Series
Faculty Publications - Human Resource Studies
ILR Working Papers