Adult Attitudes Toward eLearning Activities for Technical Skill Development

Abstract

As technology advances, adult students and professionals increasingly engage in eLearning for various purposes, including professional development, academic pursuits, and compliance. Adult learners' perceptions of the effectiveness of eLearning are shaped by factors including the expectation of performance improvement. Interactive eLearning activities, such as simulations, gamified content, and assessments, influence perceived effectiveness. However, hands-on practice remains a challenge, particularly in fields requiring technical skill development. Understanding these perceptions can influence instructional designers to create effective eLearning programs for technical skill development that cater to adult learners' expectations. This study investigates adult learners' perceptions of eLearning's effectiveness in technical skill development. A survey was conducted among 29 professionals in technical roles, to gauge their attitudes towards eLearning for technical skill development and its interactive components. Data analysis revealed insights into the perceived effectiveness of various eLearning activities and the acceptance of the inclusion of eLearning into technical skill development programs. The study found that interactive activities in eLearning programs can enhance perceived learning outcomes. The findings suggest that while eLearning is generally perceived positively, the effectiveness of specific activities varies, underscoring the importance of interactive elements in eLearning programs.