The need for online remote working from home significantly increased due to the COVID-19 pandemic. This unexpected crisis forced individuals and organizations to rapidly transition from face-to-face training to remote learning at home. This switch happened overnight and was not optional but necessary. Employees had to adapt to new online learning techniques, seeking to preserve the same level of learning as working from the office. The study participants were male and female remote workers in the United States aged 18 and over. A questionnaire focused on evaluating online training in the workplace and a survey measuring two types of attitudes related to the transfer of training and technology integration while taking online training courses that were distributed online. The study collected a total of 50 responses from participants for analysis. According to the study results, employees noted some positive features of remote learning, such as flexibility, self-paced learning opportunities, and faster content absorption. Areas employees identified for improvement were closely related to the causes of complaints, such as network and technology issues, using a learning management system (LMS), instructions for using an LMS or course management system (CMS), face-to-face tech support, distractions, and suitable workspace at home. The study's results revealed a need to design and improve an effective emergency remote training system that maintains remote learning similar to traditional classroom training and opportunities for non-co-located workers to prepare for future emergencies.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2178821 |
| Date | 07 1900 |
| Creators | Jackson, Kimberly Nicole |
| Contributors | Norris, Cathie, Hayes, Aleshia, Baker, Rose |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Jackson, Kimberly Nicole, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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