Abstract
Purpose
The purpose of this paper is to identify the types of interruptions learners experience during online training and their effects on learning.
Design/methodology/approach
An internet-based survey was distributed to individuals who experienced interruptions during e-learning to uncover common characteristics. A conceptual framework relating interruption characteristics to self-regulatory facets of learning is discussed.
Findings
The study reveals that e-learners experience computer malfunctions, supervisors and family/friends as common sources of interruptions. The survey also reveals that interruptions are occasionally self-generated.
Originality/value
This paper synthesizes the interruption and self-regulated learning literatures and provides a framework for understanding how interruptions affect online learning. This framework can be used by practitioners and scholars for future research and testing interrupted e-learning.
Subject
Organizational Behavior and Human Resource Management
Reference59 articles.
1. Self-interruptions in discretionary multitasking;Computers in Human Behavior,2013
2. Human memory: an adaptive perspective;Psychological Review,1989
3. Employees and e-learning: what do the end-users think?;Industrial and Commercial Training,2004
4. Measuring the effects of interruptions on task performance in the user interface,2000
5. The effects of interruptions on task performance, annoyance, and anxiety in the user interface,2001
Cited by
15 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献