Journal Name:
- International Journal of Innovation and Applied Studies
Publication Year:
- 2013
Author Name | University of Author |
---|---|
- 1
- English
REFERENCES
[1] Alliger G. M , Tannenbaum. S. I , Bennett. W, Traver. H A meta-analysis of the relations among training criteria.
Personnel psychology, Vol. 50, n°. 2, pp. 341- 358, 1997.
[2] Baldwin T. T. Effects of alternative modeling strategies on outcomes of interpersonal-skills training. Journal of Applied
Psychology, Vol. 77, n°. 2, pp. 147–154, 1992.
[3] Baldwin T. T, Magjuka R. J, Loher B. T.The perils of participation: Effects of choice of training on training motivation and
learning, Personnel Psychology, Vol. 44, n°.1, pp. 51–65, 1991.
[4] Baldwin T.T, Ford J. K. Transfer of training: a review and directions for future research. Personnel psychology 1988; 41
(1): 63 -105.
[5] Bandura A, Wood R. Social cognitive Theory of organizational management. Academy of Management Review, Vol. 14,
n°. 3, pp. 361 -384, 1989.
[6] Bretz R.D, Thompsett R. E. Comparing Traditional and Integrative Learning Methods in Organizational Training
Programs. Journal of Applied Psychology, Vol. 77, n°. 6, pp.941 – 951, 1992.
[7] Compeau D, Higgins C. A. Application of social cognitive theory to training for computer skills. Information systems
Research, Vol. 6, n°. 2, pp. 118- 143, 1995a.
A Meta – analysis of e- learning effectiveness antecedent
ISSN : 2028-9324 Vol. 3 No. 1, May 2013 56
[8] Colquitt J. A, Lepine J. A, Noe R.A. Toward an Integrative theory of training motivation: A Meta – analytic path analysis
of 20 years of research. Journal of Applied Psychology, Vol.85, n° 5, pp. 678- 707, 2000.
[9] Cohen J. A power primer. Psychological Bulletin, Vol. 112, n°.1, pp. 155-159, 1992.
[10] Combs J, Liu Y, Hall A, ketchen D. How much do high –performance work practices matter? A meta –analysis of their
effects on organizational performance. Personnel Psychology, Vol. 59, pp. 501 – 528, 2006.
[11] Cybinski P, Selvanathan S. Learning experience and learning effectiveness in undergraduate statistics: modelling
performance in traditional and flexible learning environments. Decision Sciences Journal of Innovative Education, Vol. 3,
n°.2, 251 – 271, 2005.
[12] Champoux J.E. Designing feedback mechanisms into systems to enhance user performance. Journal of Systems
Management, Vol.42, n° 8, pp. 28 – 30, 1991.
[13] Chakrabarty S, Oubre D.T, Brown G. The impact of supervisory adaptive selling and supervisory feedback on salesperson
performance. Industrial Marketing Management, Vol. 37, pp. 447 – 454, 2008.
[14] Chau H. W, Wang T. B. The influence of learning style and training method on self – efficacy and learning performance in
WWW homepage design training. International Journal of Information Management, Vol. 20, pp. 455-472, 2000.
[15] Chou H.W. Effects of training method and computer anxiety on learning performance and self efficacy. Computers in
Human Behaviour, Vol. 17, pp. 51 – 69, 2001.
[16] Chen C. CH. Online Synchronous vs. Asynchronous Software Training Through the Behavioural Modelling Approach: A
Longitudinal Field Experiment. International Journal of Distance Education Technologies, Vol. 4, n°. 4, pp. 88 – 102, 2006.
[17] Chiaburu D. S, Tekleab A.G. Individual and contextual influences on multiple dimensions of training effectiveness.
Journal of European Industrial Training, Vol. 29, n° 8/9, pp. 604 – 676, 2005.
[18] Christoph R. T, Schoenfeld G. A. Jr, Tansky J. W. Overcoming barriers to training utilizing technology: The influence of
self-efficacy factors on multimedia-based training receptiveness. Human Resource Development Quarterly, Vol. 9, n°. 1,
pp. 25–38, 1998.
[19] Eden D, Ravid G. Pygmalion versus self- expectancy: effects of instructor and self expectancy on trainee performance.
Organizational Behaviour and Human Performance, Vol. 30, pp. 351 – 364, 1982.
[20] Davis W.D, Fedlor D.B, Parsons CH. K, Herold D.M. The development of self efficacy during aviation training. Journal of
Organizational Behaviour, Vol. 21, pp. 857 – 871, 2000.
[21] Davis A.L, Rothstein H.R. The effects of the perceived Behavioural Integrity of Managers on Employee Attitudes: A meta
– analysis. Journal of Business Ethics, Vol. 67, pp. 407 – 419, 2006.
[22] De Ture M. Cognitive Style and Self efficacy: Predicting Student Success in online Distance Education. The American
Journal of Distance Education, Vol. 18, n°. 1, pp. 21 – 38, 2004.
[23] Eyring J. D, Johnson D, Francis D. J. A cross-level units-of-analysis approach to individual differences in skill acquisition.
Journal of Applied Psychology, Vol. 78, n°. 5, pp. 805–814, 1993.
[24] Ford J.K, Smith E.M, Weissbein D.A. Gully S.M, Salas E. Relationships of goal orientation, Metacognitive activity, and
practice strategies with learning outcomes and transfer. Journal of Applied Psychology, Vol. 3, n°. 2, pp. 218 – 233,
1998.
[25] Fredda J. V. Comparison of selected student outcomes for Internet- and campus-based instruction at the Wayne
Huizenga Graduate School of Business and Entrepreneurship (ERIC Document Reproduction Service No. ED453743);
2000.
[26] Friday E, Friday – Stroud S.S, Green A. L, Hill A. Y. A multi- semester comparison of student performance between
multiple traditional and online sections of two management courses. Institute of Behavioural and Applied Management,
pp. 66 – 81, 2006
[27] Fillion G, Limayem M, Laferrieère T, Mantha R. Integrating ICT Into higher education: a study of onsite VS online
students’ perceptions. Academy of Educational Leadership Journal, Vol. 11, n°. 2, pp. 45 – 72, 2007.
[28] Gibson C.B. Me and Us: Differential relationships among goal –setting training, efficacy and effectiveness at individual
and team level. Journal of Organizational Behaviour; Vol. 22, n° 7, pp.789 – 808, 2001.
[29] Gist M.E, Schwoerer C, Rosen B. Effects of alternative training methods on self-efficacy and performance in computer
software training. Journal of Applied Psychology, Vol. 74, n°. 6, pp. 884–891, 1989.
[30] Gist M. E, Stevens C. K, Bavetta A. G. Effects of self-efficacy and post-training intervention on the acquisition and
maintenance of complex interpersonal skills. Personnel Psychology, Vol. 44, n°. 4, pp. 837–861, 1991.
[31] Glenn A.S. A. Comparison of distance learning and traditional learning environments (ERIC Document Reproduction
Service No. ED457778); 2001
[32] Hasan B.S. The influence of computer self efficacy and outcome expectations on computer training effectiveness.
Unpublished Doctoral Dissertation: Mississippi University, pp. 1-197, 1997.
[33] Hancock D.R. Effects of test anxiety and evaluative threat on students’ achievement and Motivation. The Journal of
Educational Research, Vol. 94, n°. 5, pp. 284 – 290, 2001.
Rabeb Mbarek and Jamel Eddine El Gharbi
ISSN : 2028-9324 Vol. 3 No. 1, May 2013 57
[34] Henss S.R. A comparison of Traditional and Web based Floral Design Courses, 2003 Doctoral Dissertation, Texas A &M
University.
[35] Hill T, Smith N. D, Mann M. F. Role of efficacy expectations in predicting the decision to use advanced technologies: the
case of computers. Journal of Applied Psychology, Vol. 72, n°. 2, pp. 307- 313, 1987.
[36] Kan A.C.N, Cheung L. LM. Relative effects of distance versus traditional course delivery on student performance in Hong
Kong. International Journal of Management, Vol. 24, n°. 4, pp. 763 – 823, 2007.
[37] Kraiger K, Ford. J. K, Salas E. Application of cognitive, skill- based, and affective theories of learning outcomes to new
methods of training evaluation. Journal of applied psychology, Vol. 78, n°. 2, pp. 311- 328, 1993.
[38] Klein H. J, Noe R.A, Wang CH .Motivation to learn and course outcomes: the impact of delivery mode, learning goal
orientation, and perceived barriers and enablers. Personnel Psychology, Vol. 59, pp. 665 – 702, 2006
[39] Latham G.P. Human Resources Training and Development. Annual Review of Psychology, Vol. 39, pp. 545 -582, 1988.
[40] Locke E. A, Frederick E , Lee C , Bobko P. Effect of self-efficacy, goals, and task strategies on task performance. Journal of
Applied Psychology, Vol. 69, n°. 2, pp. 241–251, 1984.
[41] Lepine J.A, Lepine M.A, Jackson CH. L. Challenge and hindrance stress: relationships with exhaustion, motivation to
learn, and learning performance. Journal of Applied Psychology, Vol. 89, n°. 5, pp. 883 – 891, 2004.
[42] Lim J, Kim M, Chen S.S, Ryder C. E .An empirical investigation of student achievement and satisfaction in different
learning environments. Journal of Instructional Psychology, Vol. 35, n°. 2, pp.113 – 119, 2007.
[43] Lim H, Lee S.G, Nam K. Validating e-learning affecting training effectiveness. International Journal of Information
Management, Vol. 27, pp. 22 – 35, 2007.
[44] Martocchio J. J. Microcomputer usage as an opportunity: The influence of context in employee training. Personnel
Psychology, Vol.45, n°. 3, pp. 529–551, 1992.
[45] Martocchio J. J. Effects of conception of ability on anxiety, self-efficacy, and learning in training. Journal of Applied
Psychology, Vol. 79, n°. 6, pp. 819–825, 1994.
[46] Martocchio J. J, Dulebohn J. Performance feedback effects in training: The role of perceived controllability. Personnel
Psychology, Vol. 47, n°. 2, pp. 357 – 373, 1994.
[47] Martocchio J. J, Judge T. A. Relationship between conscientiousness and learning in employee training: Mediating
influences of self-deception and self-efficacy. Journal of Applied Psychology, Vol. 82, n°. 5, pp. 764–773, 1997.
[48] Martocchio J. J, Webster J. Effects of feedback and cognitive playfulness on performance in microcomputer training.
Personnel Psychology, Vol. 45, n°. 3, pp. 553–578, 1992.
[49] Martin G. D .The effects of employee characteristics and work environment factors on learning during training and on
pre training motivation to learn. Unpublished Doctoral Dissertation, Missouri: Columbia University; 1996, pp. 1 – 62.
[50] Mathieu J. E, Martineau J. W, Tannenbaum S. I. Individual and situational influences on the development of self-efficacy:
Implications for training effectiveness. Personnel Psychology, Vol. 46, n°. 1, pp. 125–147, 1993.
[51] Mathieu J.E, Tannenbaum S.T, Salas E. Influences of individual and situational characteristics on measures of training
effectiveness. Academy of Management Journal, Vol. 35, n°. 4, pp. 828 – 847, 1992.
[52] Mbarek R, Zaddem F. E-learning effectiveness determinant. Manuscript submitted for publication; 2009.
[53] Mesch D.J, Lih Farh J, Podsakoff P. M .Effects of feedback sign on group goal setting, strategies, and performance. Group
& Organization Management, Vol. 19, n°. 3, pp. 309 – 333, 1994.
[54] Noe R. A. Trainees’ attributes and attitudes: neglected influences on training effectiveness. Academy of management
review; Vol. 11, n°. 4, pp. 736- 749, 1986.
[55] Johnson SD, Aragon SR, Shaik N , Palma –Rivas N. Comparative Analysis of Learner Satisfaction Outcomes in online and
Face to Face Learning Environments. Journal of Interactive Learning Research, Vol. 11, n°. 1, pp. 29 – 49, 2000.
[56] Johnson R.D, Hornik S, Salas E. An empirical examination of factors contributing to the creation of successful e-learning
environments. International Journal of Human Computer Studies, Vol. 66, pp. 356 – 369, 2008.
[57] O’Mara A.J, Marsh H.W, Craven R.G. Meta-Analytic Methods in Educational Research: Issues and Their Solutions. Paper
presented at the AARE Conference: University of Western Sydney, Parramatta, Australia; 2005.
[58] Ouweneel A.P.E, Zolingen S.J.V, Schreurs P.J.G. How task characteristics and social support relate to managerial
learning: Empirical Evidence From Dutch Home Care. The Journal of Psychology; Vol. 143, n° 1, pp. 28 – 44, 2009.
[59] Potter B.N, Johnston C.G. The effect of interactive on-line learning systems on student learning outcomes in accounting.
Journal of Accounting Education, Vol. 24, n° 1, pp.16 – 34, 2006.
[60] Potosky D. A field study of computer efficacy beliefs as an outcome of training: the role of computer playfulness,
computer knowledge, and performance during training. Computers in Human Behaviour, Vol. 18, pp. 241 – 255, 2002.
[61] Piccoli G, Ahmad R, Ives B. Web- based virtual learning environments: a research framework and a preliminary
assessment of effectiveness in basic IT skills training. MIS Quarterly, Vol. 25, n°. 4, pp. 401- 426, 2001.
[62] Quinones M. A. Pretraining context effects: Training assignment as feedback. Journal of Applied Psychology, Vol. 80, n°.
2, pp. 226–238, 1995.
A Meta – analysis of e- learning effectiveness antecedent
ISSN : 2028-9324 Vol. 3 No. 1, May 2013 58
[63] Rosenthal R, DiMatteo M.R. Meta – Analysis: Recent Developments in Quantitative Methods for Literature Reviews.
Annual Review of Psychology, Vol. 52, pp. 59 – 82, 2001.
[64] Sagie A, Koslowsky M.Detecting moderators with meta-analysis: An evaluation and comparison of techniques. Personnel
Psychology, Vol. 46, pp. 629 -640, 1993.
[65] Sexton J.S, Raven M.R, Newman M.E. A comparison of traditional and World Wide Web methodologies, computer
anxiety, and higher order thinking skills in the in-service training of Mississippi 4-H extension agents. Journal of
Agricultural Education, Vol. 43, n°. 3, pp. 25-36, 2002.
[66] Scott D.J, Steven R.A, Najmuddin S, Nilda P.R. Comparative analysis of leaner satisfaction and learning outcomes in
online and face – to – face learning environments. Journal of Interactive Learning American Psychologist Research, Vol.
11, n°. 1, pp. 29 -49, 2000.
[67] Schmidt F.L. What do data really mean? Research findings, meta –analysis, and cumulative knowledge in psychology,
Vol. 47, pp. 1173 – 1181, 1992.
[68] Schoenfeld –Tacher R, McConnell S, Graham M .Do no harm – a comparison of the effects of on-line vs. traditional
delivery media on a science course. Journal of science Education and Technology, Vol. 10, n°. 3, pp. 257 -265, 2001.
[69] Simon S. J, Werner J. M. Computer training through behaviour modelling, self-paced, and instructional approaches: A
field experiment. Journal of Applied Psychology, Vol. 81, n° 6, pp. 648–659, 1996.
[70] Sitzmann T, Brown K. G, Caper W. J, Ely K, Zimmerman R.D. A review and Meta – analysis of nomological network of
trainee reactions. Journal of Applied Psychology, Vol. 93, n°. 2, pp. 280 -295, 2008
[71] Shea CH.M, Howell J.M. Charismatic leadership and task feedback: a laboratory study of their effects on self efficacy and
task performance. Leadership Quarterly, Vol. 10, n°. 3, pp. 375 – 396, 1999.
[72] Spiros R.K. Individual Differences in Motivation During Distance Training: The Influence of Goal orientation and Self
efficacy on learning outcome. Doctoral Dissertation: California University, pp.1 – 95, 1991.
[73] Tannenbaum S. I, Mathieu J. E, Salas E, Cannon – Bowers J. A Meeting trainees’ expectations: the influence of training
fulfilment on the development of commitment, self – efficacy, and Motivation. Journal of Applied Psychology, Vol.76, n°.
6, pp. 759 – 769, 1991.
[74] Tai W. T. Effects of training framing, general self- efficacy and training motivation on trainees’ training effectiveness.
Personnel review 35 (1): 51- 65, 2006.
[75] Tracey J.B, Hinkin T.R, Tannenbaum S, Mathieu J.E. The influence of individual characteristics and the work environment
on varying levels of training outcomes. Human Resource Development Quarterly, Vol. 12, n°. 1, pp. 5 – 23, 2001.
[76] Tziner A , Fisher M , Senior T, Weisberg J. Effects of trainee characteristics on training effectiveness. International
Journal of Selection and Assessment, Vol. 5, n°. 2, pp. 168 – 174, 2007.
[77] Thomas H. F, Simmons R. J. Comparison of Student Outcomes for a classroom – based VS an Internet – based
Construction safety course. The Journal of SH&E Research, Vol. 2, n°. 1, pp. 2 – 15, 2005.
[78] Tucker S. Distance Education: Better, Worse, Or As Good As Traditional Education?. Online Journal of Distance Learning
Administration, Vol. 4, n°. 4, 2001.
[79] Ury G. A longitudinal Study Comparing Undergraduate Student Performance in Traditional Courses to the Performance
in online Course delivery. Information Systems Education Journal, Vol. 3, n°. 20, pp. 2 – 9, 2005.
[80] Vollmeyer R, Rheinberg F. A surprising effect of feedback on learning. Learning and Instruction, Vol. 15, n° .6, pp. 589 –
602, 2005.
[81] Warr P, Bunce D. Trainee characteristics and the outcomes of open learning. Personnel Psychology, Vol. 48, n°. 2, pp.
347–375, 1995.
[82] Wegner S.B, Holloway K.C, Garton E. M. The Effects of Internet-Based Instruction on Student Learning. JALN, Vol. 3, n°.
2, pp. 98 – 106, 1999.
[83] Kirkpatrick. D. “Great ideas revisited: revisiting Kirkpatrick’s four- level model”, Training and Development, Vol. 50, n° 1,
pp. 54- 57, 1996.