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Influences on user engagement in online professional learning : A narrative synthesis and meta-analysis
Lee, Jane Sanders, Taren Antczak, Devan Parker, Rhiannon Noetel, Michael Parker, Philip Lonsdale, Chris
Lee, Jane
Sanders, Taren
Antczak, Devan
Parker, Rhiannon
Noetel, Michael
Parker, Philip
Lonsdale, Chris
Abstract
The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance; however, many individuals who begin online courses do not complete them. It is not well understood which influences keep individuals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.
Keywords
meta-analysis, narrative synthesis, engagement, professional learning, online learning
Date
2021
Type
Journal article
Journal
Review of Educational Research
Book
Volume
91
Issue
4
Page Range
518-576
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
School of Behavioural and Health Sciences
Faculty of Health Sciences
Non-faculty
Faculty of Education and Arts
School of Behavioural and Health Sciences
Faculty of Health Sciences
Non-faculty
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open