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Going beyond Kirkpatrick’s training evaluation model : the role of workplace factors In distance learning transfer

机译:超越柯克帕特里克的培训评估模型:工作场所因素的作用在远程学习转移中

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摘要

This article emanates from a longitudinal study of the impact of a distance educationprogramme for teacher training on graduates’ job performance, in which the authors builton the findings of a previous pilot study. After using Kirkpatrick’s Training EvaluationModel in a previous study, one of the authors found there to be a strong relationshipbetween graduates’ completion of the programme and their performance at school.However, the model does not probe factors that impede on transfer of learning. Quite anumber of the graduate participants indicated that they were faced with this problem. Inorder to further probe this phenomenon, the authors fused Baldwin’s Transfer of TrainingModel with the second level of Kirkpatrick’s model by using a mixed-methods enquiry. Itbecame clear that the organizational climate of schools has a strong influence on thetransfer of learning in the workplace. Suggestions are presented on how educators andschool managers can work together effectively.
机译:本文来自对教师培训远程教育计划对毕业生工作表现的影响的纵向研究,其中作者基于先前的试点研究结果。在先前的研究中使用了柯克帕特里克(Kirkpatrick)的培训评估模型后,其中一位作者发现,毕业生的课程完成与他们在学校的表现之间存在很强的关系。但是,该模型并未探究阻碍学习转移的因素。相当多的研究生参与者表示他们面临着这个问题。为了进一步探究这种现象,作者使用混合方法查询将Baldwin的TrainingModel转移与Kirkpatrick模型的第二层融合。显然,学校的组织氛围对工作场所的学习转移有很大影响。提出了有关教育者和学校管理者如何有效合作的建议。

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