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dc.contributor.authorGunn, Meredith W.
dc.date.accessioned2021-02-08T16:02:42Z
dc.date.available2021-02-08T16:02:42Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/10713/14501
dc.descriptionSocial Work
dc.descriptionUniversity of Maryland, Baltimore
dc.descriptionPh.D.
dc.description.abstractOver the last 15 years, the use of online technology for training and workforce development has increased due to cost savings, convenience, ease of tracking, uniformity of training delivery and messaging, and accessibility. The Association for Talent Development indicated in its 2017 State of the Industry Report that 45% of all employee training was being delivered through technology. Despite its growth, much of the research on online workforce training is limited to training outcomes (e.g., passing the knowledge posttest in order to receive a certificate, certification, or Continuing Education Units) and trainee evaluations (e.g., trainee satisfaction surveys) with no higher level analysis regarding the role of the following: theory, learning or technology; enablers, like technological savvy or organizational support; and/or barriers, like technological difficulties or lack of organizational support in users’ success The specific aims of this study were: (1) to examine what user characteristics and/or factors associated with use of helpdesk support, video tutorials, and test reset, and (2) to identify what factors predicted online training completion. Data for this dissertation were obtained from the National Adoption Competency Training Initiative which was established in October 2014 through a 5-year, $9 million cooperative agreement with the Center for Adoption Support and Education, the U.S. Department of Health and Human Services, and the Administration for Children and Families, Children’s Bureau. The University of Maryland School of Social Work and The Institute for Innovation and Implementation were primary partners in the initiative. Regression analysis showed that older users were more likely to use the help desk, to have a test reset, and less likely than younger users to complete the training; mandated users were more likely to complete the training but were also more likely to require a test rest and to use the video tutorials; and race/ethnicity was significant across all research questions. Findings revealed factors that impact success with online learning, as well as areas for future research into the role of race/ethnicity, personal agency, and variation of training types (self-paced or timed) in online training success.
dc.subjectchild welfare supervisor
dc.subjectchild welfare workforceen_US
dc.subjecte-learningen_US
dc.subjectonline learningen_US
dc.subjectonline trainingen_US
dc.subjectworkforce developmenten_US
dc.subject.lcshComputer-assisted instructionen_US
dc.subject.lcshWeb-based instructionen_US
dc.titleThe Role of Self-efficacy, Technology Acceptance, and Support, in E-Learning for Child Welfare Workersen_US
dc.typedissertationen_US
dc.date.updated2021-01-28T20:07:03Z
dc.language.rfc3066en
dc.contributor.advisorBright, Charlotte Lyn
dc.contributor.orcid0000-0002-4092-0026en_US
refterms.dateFOA2021-02-08T16:02:43Z


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