Author ORCID Identifier

https://orcid.org/0009-0004-2560-3825

Date Available

10-15-2023

Year of Publication

2023

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Education Sciences

Advisor

Dr. Kun Huang

Co-Director of Graduate Studies

Dr. Gerry Swan

Abstract

Corporate training and development, despite their significance as primary learning strategies for adults, have received limited research attention. This study addresses this gap by evaluating and comparing the effectiveness of video-based and digital job aid procedural-based microlearning in a corporate setting, utilizing most of the Kirkpatrick Model: learner satisfaction, knowledge retention, and behavior change. Employing a mixed methods approach to gain a comprehensive understanding of microlearning’s application and potential for improving business outcomes, the study incorporates pre- and post-tests, participant interviews, and self-reported questionnaires. Thirty participants completed the study, with equal representation (15 participants each) for both modalities, and interviews were conducted with 10 participants from each group. The results reveal that the type of microlearning treatment does not significantly impact knowledge retention, while the time elapsed since learning does influence retention. Additionally, the modality of the microlearning treatment may impact behavior change, although further investigations are necessary to examine the role of bias related to treatment preference and individual roles. Further findings indicate that participants favored a mixed modality microlearning approach for corporate training needs, involving initial training through videos and follow-up reference material through job aids. Furthermore, participants preferred knowledge evaluation methods such as quizzes or application-based assessments to apply and evaluate their understanding of the content.

Future research should explore the impact of microlearning strategies on Key Performance Indicators (KPIs) in a business context, as well as the relationship between application-based training and knowledge transfer. Additionally, investigating the influence of peers and supervisors on behavioral change, as well as the impact of content management on cognitive load, would be valuable. Ultimately, this research seeks to bridge the gap between educational theory and practical implementation for instructional or learning designers and training, development, and/or enablement leaders, empowering them to make informed decisions regarding business practices and learning modalities.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2023.413

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