Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

被引：23

作者：

Lee, Jane ^{[1
]}

Sanders, Taren ^{[2
]}

Antczak, Devan ^{[1
]}

Parker, Rhiannon ^{[3
]}

Noetel, Michael ^{[4
]}

Parker, Philip ^{[1
]}

Lonsdale, Chris ^{[5
]}

机构：

[1] Australian Catholic Univ, Inst Posit Psychol & Educ, Mackillop Campus, Sydney, NSW, Australia

[2] Australian Catholic Univ, Motivat & Behav Res Program, Inst Posit Psychol & Educ, Mackillop Campus, Sydney, NSW, Australia

[3] Univ Sydney, Dept Sociol & Social Policy, Sydney, NSW, Australia

[4] Australian Catholic Univ, Sch Hlth & Behav Sci, Sydney, NSW, Australia

[5] Australian Catholic Univ, Fac Hlth Sci, Sydney, NSW, Australia

来源：

REVIEW OF EDUCATIONAL RESEARCH | 2021年 / 91卷 / 04期

关键词：

meta-analysis; narrative synthesis; engagement; professional learning; online learning; STUDENT ENGAGEMENT; CONTINUING-EDUCATION; SELF-EFFICACY; SATISFACTION; INTENTION; IMPACT; SCHOOL; FLOW; PARTICIPATION; PERFORMANCE;

D O I：

10.3102/0034654321997918

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

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.

引用

页码：518 / 576

页数：59

共 119 条

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