To e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computer

dc.contributor.advisorScott, Elsjeen_ZA
dc.contributor.authorRogerson , Christine Fiona Janeen_ZA
dc.date.accessioned2015-07-01T08:55:11Z
dc.date.available2015-07-01T08:55:11Z
dc.date.issued2014en_ZA
dc.description.abstractThe purpose of this dissertation was to describe the introduction of an online course to replace the current classroom-based staff training. The long term objective was to measure the efficacy, effectiveness and efficiency of the online training, and to establish whether a transfer of knowledge back to the workplace had occurred. This dissertation defines the relevant and persisting organisational concern that the previous training on offer was not efficient and not always effective either. The in depth literature review of e-learning implementations, success factors and barriers to adoption is followed by the discussion of the research philosophy and objectives. Action Design Research (ADR), a combination of Action Research and Design Research, was the research methodology chosen as it was deemed a good fit to address an actual problematic situation, in an organisational setting, by building an innovative IT artefact. This artefact addressed not only organisational and practitioner concerns, but also produced learning and academic theory. The implementation of the alpha and beta versions of the online course is then described. The results of the implementation and the link to both the ADR principles and the e-learning literature are discussed in detail. This research sought to address the core of the IS discipline by bringing an artefact into existence that would solve a need in the real world, and at the same time respond to calls from practitioners to provide practical solutions. The result was a tailor-made, in-house training course which facilitated the empowerment of the trainees whilst enhancing their knowledge and skills regarding the finance reporting system. This dissertation may be of interest to practitioners or organisations contemplating implementing online training courses, particular those seeking to further their knowledge regarding the efficacy and sustainability of computer-based learning in the workplace. Researchers may be interested in the use of ADR as an effective methodology. Future research could be undertaken concerning interaction in the organisational training environment, such as whether a “Q&A” type of interactive contact is more appropriate in the workplace than a discussion board, as well as the role job responsibility plays in both motivation and successful online training outcomes.en_ZA
dc.identifier.apacitationRogerson , C. F. J. (2014). <i>To e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computer</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,Department of Information Systems. Retrieved from http://hdl.handle.net/11427/13219en_ZA
dc.identifier.chicagocitationRogerson , Christine Fiona Jane. <i>"To e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computer."</i> Thesis., University of Cape Town ,Faculty of Commerce ,Department of Information Systems, 2014. http://hdl.handle.net/11427/13219en_ZA
dc.identifier.citationRogerson , C. 2014. To e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computer. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Rogerson , Christine Fiona Jane AB - The purpose of this dissertation was to describe the introduction of an online course to replace the current classroom-based staff training. The long term objective was to measure the efficacy, effectiveness and efficiency of the online training, and to establish whether a transfer of knowledge back to the workplace had occurred. This dissertation defines the relevant and persisting organisational concern that the previous training on offer was not efficient and not always effective either. The in depth literature review of e-learning implementations, success factors and barriers to adoption is followed by the discussion of the research philosophy and objectives. Action Design Research (ADR), a combination of Action Research and Design Research, was the research methodology chosen as it was deemed a good fit to address an actual problematic situation, in an organisational setting, by building an innovative IT artefact. This artefact addressed not only organisational and practitioner concerns, but also produced learning and academic theory. The implementation of the alpha and beta versions of the online course is then described. The results of the implementation and the link to both the ADR principles and the e-learning literature are discussed in detail. This research sought to address the core of the IS discipline by bringing an artefact into existence that would solve a need in the real world, and at the same time respond to calls from practitioners to provide practical solutions. The result was a tailor-made, in-house training course which facilitated the empowerment of the trainees whilst enhancing their knowledge and skills regarding the finance reporting system. This dissertation may be of interest to practitioners or organisations contemplating implementing online training courses, particular those seeking to further their knowledge regarding the efficacy and sustainability of computer-based learning in the workplace. Researchers may be interested in the use of ADR as an effective methodology. Future research could be undertaken concerning interaction in the organisational training environment, such as whether a “Q&A” type of interactive contact is more appropriate in the workplace than a discussion board, as well as the role job responsibility plays in both motivation and successful online training outcomes. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - To e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computer TI - To e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computer UR - http://hdl.handle.net/11427/13219 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13219
dc.identifier.vancouvercitationRogerson CFJ. To e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computer. [Thesis]. University of Cape Town ,Faculty of Commerce ,Department of Information Systems, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13219en_ZA
dc.language.isoeng
dc.publisher.departmentDepartment of Information Systemsen_ZA
dc.publisher.facultyFaculty of Commerceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherInformation Systemsen_ZA
dc.titleTo e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computeren_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMComen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
thesis_com_2014_rogerson_c (1).pdf
Size:
2.51 MB
Format:
Adobe Portable Document Format
Description:
Collections