Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
2
(102.85)=371, p<.01. Traditional goodness-of-fit indicators suggest that the six-factor
model provides a good fit to the data (GFI=0.86, AGFI=0.93). The direct effect of the
factors (from highest to lowest) were: WBT for staff development (SD), 0.84; previous
CTLT Conference Proceedings www.academy.edu.sg
185
experience in the use of the Internet and WBT (UW), 0.72; executive support (ES), 0.44;
organizational culture (OC), 0.38; properties of WBT (PW), 0.22; and the design of WBT
(DW), 0.16.
Discussion
This study resulted in support for the proposed six-factor model. A good fit was achieved
with the empirical data collected. The use of WBT for staff development and previous
experience in the use of the Internet and WBT were the strongest factors in the model.
Properties of WBT and the design of WBT were the weakest factors.
The factors included in the survey were based on a review of previous research and
literature on WBT. It was not surprising that interest in WBT for staff development
would be the strongest factor related to perceived success with WBT. New technologies
often benefit from a novelty effect or additional motivation related to training in a newer
medium. However, this interest alone cannot guarantee success.
The current results are consistent with Tetiwat and Huff (2002) who found that previous
experience with the web is a highly influential factor in the adoption of web-based
technologies. Artis (2004) also described how previous computer experience had an
impact on the effectiveness of web-based computer training.
Executive support has previously been shown to have an effect on training over the web.
Tuwanuti (2001) studied learning through electronic systems in human resource
development within an organization. The vision of management implemented through the
infrastructure, technology, and personnel can have an limiting effect on the effectiveness
of training. Leadership training and support can help minimize some of these problems.
CTLT Conference Proceedings www.academy.edu.sg
186
Organizational culture can influence the effectiveness of training initiatives, particularly
when they are done at a distance. When training staff at various branches in different
locations, success or failure may depend on the attitudes and culture established at each
location. Kraisintu (1997) described how different aspects of technology may be
employed for training in different locations.
The use of electronic systems in training can benefit employees in terms of reducing
conflicts over time (KnowledgeNet, 2000). It can also provide opportunities for training
at both work and home and while traveling (Hartley, 2000). Although properties of WBT
and the design of WBT were the weakest factors in the proposed model, it may be that
these factors are simply the least important to teachers when asked about WBT. It is
likely that they would have registered as more important within the context of the
effectiveness of WBT or if teachers with more experience with WBT had been surveyed.
A limitation of the approach used is that the model represents influencing factors against
the respondents perceived success and willingness to participate in WBT. Further
research should examine how the factors identified here influence actual participation and
success to provide a more comprehensive view of WBT.
This study suggests that prior to engaging in WBT the teachers believed that the value of
the professional development activity and previous experience with the medium would be
the most important factors leading to success. This last point is particularly important for
educators given that in professional development settings WBT is often used to try to
reach professionals that may not have access to other resources. Although the actual
design and development of a WBT intervention would likely take this into account, these
results suggest that potential participants do not consider that highly prior to the training.
Alternate approaches, such as blended training models (in which online learning is
CTLT Conference Proceedings www.academy.edu.sg
187
balanced with face-to-face interaction), might prove best with future trainees who have
these concerns.
CTLT Conference Proceedings www.academy.edu.sg
188
References
Artis, S. (2004). Effects of age and working memory on web-based computer training. In
Proceedings of the 2004 IEEE Symposium on Visual Languages and Human
Centric Computing (pp. 269-270). Retrieved from http://ieeexplore.ieee.org
Bentler, P.M. (1985). Theory and implications of EQS: A structural equations program.
Los Angeles, CA: BMDP Statistical Software.
Chyung, Y. (2008). Foundations of instructional and performance technology. Amherst,
MA: HRD Press.
Hartley, D. (2000). All aboard the e-learning train. Training & Development, 54(7), 37-
42.
KnowledgeNet (n.d.). The evolution of next generation e-learning. Retrieved January 8,
2006 from: http://www.knowledgenet.com./elearning-overview/history_pf.cfm
Kraisintu, P. (1997). The adoption of training in educational communications and
technology of university instructors in Bangkok metropolis and vicinity (Masters
thesis). Chulalongkorn University, Bangkok, Thailand.
Ministry of Information and Communication Technology (2011, May). Thailand
information and communication technology policy framework (2011-2020).
Retrieved from
http://unpan1.un.org/intradoc/groups/public/documents/ungc/unpan048145~1.pdf
Na Songkhla, J. (2004). Teaching through the World Wide Web. Journal of the Faculty
of Education, 27(2), 18-28.
Nilsook, P. (2001). WBT: Web-based technology training for future teachers. Journal of
Education, 14(2), 79-88.
Office of the National Education Commission (1999). National education act B.E. 2542
(1999). Bangkok, Thailand: Office of the National Education Commission.
Retrieved from: http://www.onec.go.th
Rassameethes, B. (2012). Analysis and integration of Thailand ICT master plan.
Synergia: International Journal of Synergy and Research, 1(2), 77-90.
CTLT Conference Proceedings www.academy.edu.sg
189
Rogers, E.M. (1983). Diffusion of Innovations (3
rd
ed.). New York, NY: The Free Press.
Tanner, D.E. & Andrews, D. (2012). Technology as a vehicle of education reform.
International Journal of Information and Education Technology, 2(4), 415-418.
Tetiwat, O. & Huff, S.L. (2002). Determinants of the adoption of web-based educational
technology: A preliminary data analysis of New Zealand tertiary educators. In
Proceedings of the 2002 International Conference on Computers in Education (pp.
447-451). Retrieved from: http://www.informatik.uni-
trier.de/~ley/db/conf/icce/icce2002-1.html
Tuwanuti, P. (2001). Learning through electronic resources for development (Masters
thesis). National Institute of Development Administration, Bangkok, Thailand.