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Date of Award
Due in part to employees working remotely, the use of instructor-led (synchronous) webinar training has expanded in corporate learning environments. The problem of providing training via webinars is whether the learners are motivated during the training and if so, what happens in a virtual class that motivated them to learn? Relying on Keller’s ARCS Motivation Model, the focus of this study was on how learners in a corporate training webinar are motivated and engaged. This study was unique because it asked webinar learners at an automotive Original Equipment Manufacturer (OEM) about their individual motivation in a single, specific webinar and compared their responses to planned webinar session engagements. This study found that participants value the trainer as subject matter expert and made a direct link to their experience in the webinar to that subject expertise. Additionally, this study found that content knowledge will overcome the lack of, or in this case the absence of, designed instructional interactions, and this will have a direct impact on participant motivation and confidence.
Roeske, Daniel, "Learner Motivation In Corporate Training" (2021). Wayne State University Dissertations. 3553.