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The Relationship between the Synchronous Learning Preference and the Employees’ Locus of Control as well as the Learning Motivation –A Case Study of the Trainees Joining Synchronous English Classes Provided by H Cram School
locus of control
synchronous learning preference
Because of the promotion of the broadband network, the advances in information technology, and the demand for flexible learning, synchronous instruction which features high interactivity has become one of the important trends in the learning development field. But the researches related to the education and training program in companies are still rare. This study reviewed much literature about the promotions and obstructions of the online learning in companies and also compared with the features of synchronous instruction to conclude the promotions and obstructions of the synchronous instruction in companies. This study, furthermore, investigated whether the trainees’ personal background, locus of control, and the learning motivation would influence their learning preferences. To accomplish the above-mentioned objections, this study selected those trainees who joined the synchronous English classes for 8 hours at least in H online cram school. This study collected research data through this study questionnaire and aimed to analyze the data by chi-square test and reached 5 conclusions shown as below: 1.The influential factors in the promotion of companies’ synchronous instruction, including: the size of the organization, supervisor support, organization support, the number of trainees, the learning motivation of the trainees, the trainees’ traits, the contents of courses, the cost, and the enterprise network infrastructure. 2.The 4 impeding dimensions to companies’ synchronous instruction: the equipment, the cost, the training units, and the trainees, especially the last two dimensions. 3.The trainees who work in the north area (Keelong, Taipei, Taoyuan, and Hsinchu) prefer the traditional instruction, while the trainees of the other area prefer the synchronous instruction. 4.The trainees with an internal control prefer the synchronous instruction, while the trainees with an external control prefer the traditional instruction. 5.The trainees with high learning motivation in achieving cognitive interest or self-actualization prefer the synchronous instruction. Finally, this study proposed a few suggestions for the training practice and the future research: 1.Suggestions for the company training unit: (1)When the instructor at the parent company need to train the trainees who work at different places, the traditional instruction suits the trainees who work at the parent company, while the synchronous instruction suits the trainees who works at the subsidiary. If there is only one instructor, then the training program for those trainees who work at different places cannot be arranged at the same time. (2)The training program should be arranged based on the trainees’ locus of control. The trainees with an internal control should be arranged to join the synchronous instruction program, while those with an external control should be arranged to join the traditional instruction program. (3)The training program should be arranged based on the trainees’ learning motivation which is cognitive interest or self-actualization.The synchronous instruction program should be arranged for the trainees with high learning motivation in achieving cognitive interest or self-actualization, while the traditional instruction program should be arranged for the trainees with low learning motivation in achieving these two kinds. 2.Suggestions for the cram schools: Use the “ self-assessment scale for joining the synchronous instruction model” to understand whether the trainees’ readiness for the synchronous instruction model is enough. Then the cram schools can provide the extra learning plan if the trainee needs. 3.Suggestions for the future research: (1)The relationship between technology acceptance or information basic capability and the learning preference for the synchronous instruction should be explored. (2)How could the synchronous instruction balance work and life? (3)The relationship between the different course and the trainees’ synchronous learning preferences should be investigated. (4)The relationship between the trainees’ departments and their synchronous learning preference should be investigated.
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