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Value of Interactivity in Online Training on Knowledge, Self- Efficacy, Intentions and Self-Reported Behaviors: a Case Study of North Carolina Small Dairy Processors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Value of Interactivity in Online Training on Knowledge, Self- Efficacy, Intentions and Self-Reported Behaviors: a Case Study of North Carolina Small Dairy Processors./
Author:	Maggio, Stephanie Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	386 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: B.
Contained By:	Dissertations Abstracts International83-06B.
Subject:	Online instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28484305
ISBN:	9798505573204

Value of Interactivity in Online Training on Knowledge, Self- Efficacy, Intentions and Self-Reported Behaviors: a Case Study of North Carolina Small Dairy Processors.
Maggio, Stephanie Ann.

Value of Interactivity in Online Training on Knowledge, Self- Efficacy, Intentions and Self-Reported Behaviors: a Case Study of North Carolina Small Dairy Processors. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 386 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: B.

Thesis (Ph.D.)--North Carolina State University, 2021.

This item must not be sold to any third party vendors.

In 2018, it was reported that U.S. companies in the manufacturing and distribution sectors spent approximately $4.2 million on employee training. It was projected that food companies would expand the scope of training to teach employees about preventive controls such as environmental monitoring. Although there has been some research on the impact of food safety training on behaviors, "best practices" for training design have not been established. The objective of this dissertation is to identify best practices for designing food safety training targeting behaviors and determine the value of interactive learning objects. It was indicated that the majority of food safety trainings did not follow a systematic approach; they based content on an assumed need; and they were implemented in a face-to-face format. Since manufacturers from small food facilities often report that face-to-face training is not feasible or geared towards larger facilities, online training was identified as a strategy to make training more accessible and relevant.The results of a training needs analysis for small dairy processors revealed that training targeting environmental monitoring practices was necessary. Additionally, it was determined that the training should include strategies for increasing self-efficacy. Interactive learning was reported as an effective design strategy for increasing self-efficacy in trainings designed to teach complex, or potentially dangerous, skills. The extent to which interactivity is included in training depended on resources available and can be separated into four categories: passive, limited, moderate, and high, which cost approximately under $10,000, $10,000, $18,000, and $50,000 USD to produce, respectively, and take approximately 49, 79, 184, and 490 hours to produce one hour of content, respectively. Interactions can range from simply clicking the "Next" button, to simulations using virtual reality technology.The value of interactivity in online food safety training was evaluated through a case study of environmental monitoring training for artisan dairy processors. Three versions of the course - limited, moderate, and high interactivity - were developed with varying levels of interactive learning objects. All courses contained the course narrative, standard learning activities (i.e., flashcards, external videos), standard practice problems (i.e., drag and drop, multiple choice), and feedback with adaptivity for remedial pathways. The moderate and high interactivity courses had scenario-based questions and custom animated videos, and only the high interactivity course had virtual reality components. The learning outcomes assessed in this study were knowledge gains/retention, self-efficacy gains/retention, intentions, and self-reported behaviors. Transactional distance was measured to identify the learners' perceived level of interactivity and determine if the perception of interactivity had an impact on the learning outcomes. Screen time was used as an indirect measure of interactivity.Students in the high interactivity group were the only group to experience significant self-efficacy gains and felt the smallest transactional distance, meaning the perceived level of interactivity was high. Self-efficacy retention and intentions were correlated with self-reported behaviors. Average lesson screen time had a significant negative correlation with knowledge gains, post-training intentions, self-efficacy retention, and behaviors. There was no statistical difference between knowledge gains/retention, self-efficacy gains/retention, change in intention, or self-reported behavior scores between treatment groups.

ISBN: 9798505573204Subjects--Topical Terms:

3562296
Online instruction.

Value of Interactivity in Online Training on Knowledge, Self- Efficacy, Intentions and Self-Reported Behaviors: a Case Study of North Carolina Small Dairy Processors.
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520 $a In 2018, it was reported that U.S. companies in the manufacturing and distribution sectors spent approximately $4.2 million on employee training. It was projected that food companies would expand the scope of training to teach employees about preventive controls such as environmental monitoring. Although there has been some research on the impact of food safety training on behaviors, "best practices" for training design have not been established. The objective of this dissertation is to identify best practices for designing food safety training targeting behaviors and determine the value of interactive learning objects. It was indicated that the majority of food safety trainings did not follow a systematic approach; they based content on an assumed need; and they were implemented in a face-to-face format. Since manufacturers from small food facilities often report that face-to-face training is not feasible or geared towards larger facilities, online training was identified as a strategy to make training more accessible and relevant.The results of a training needs analysis for small dairy processors revealed that training targeting environmental monitoring practices was necessary. Additionally, it was determined that the training should include strategies for increasing self-efficacy. Interactive learning was reported as an effective design strategy for increasing self-efficacy in trainings designed to teach complex, or potentially dangerous, skills. The extent to which interactivity is included in training depended on resources available and can be separated into four categories: passive, limited, moderate, and high, which cost approximately under $10,000, $10,000, $18,000, and $50,000 USD to produce, respectively, and take approximately 49, 79, 184, and 490 hours to produce one hour of content, respectively. Interactions can range from simply clicking the "Next" button, to simulations using virtual reality technology.The value of interactivity in online food safety training was evaluated through a case study of environmental monitoring training for artisan dairy processors. Three versions of the course - limited, moderate, and high interactivity - were developed with varying levels of interactive learning objects. All courses contained the course narrative, standard learning activities (i.e., flashcards, external videos), standard practice problems (i.e., drag and drop, multiple choice), and feedback with adaptivity for remedial pathways. The moderate and high interactivity courses had scenario-based questions and custom animated videos, and only the high interactivity course had virtual reality components. The learning outcomes assessed in this study were knowledge gains/retention, self-efficacy gains/retention, intentions, and self-reported behaviors. Transactional distance was measured to identify the learners' perceived level of interactivity and determine if the perception of interactivity had an impact on the learning outcomes. Screen time was used as an indirect measure of interactivity.Students in the high interactivity group were the only group to experience significant self-efficacy gains and felt the smallest transactional distance, meaning the perceived level of interactivity was high. Self-efficacy retention and intentions were correlated with self-reported behaviors. Average lesson screen time had a significant negative correlation with knowledge gains, post-training intentions, self-efficacy retention, and behaviors. There was no statistical difference between knowledge gains/retention, self-efficacy gains/retention, change in intention, or self-reported behavior scores between treatment groups.
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