Towards Web-Mediated Learning Reinforcement: Rewards for Online Mentoring through Effective Human-Computer Interaction

E. McKay, M. Axmann, N. Banjanin, and A. Howat (Australia)


Mentoring, instructional strategy, training performance outcomes, corporate educational/training environment, human-computer interaction


The development of high level skills across the workforce is expensive and requires major investment from individuals, governments and employers. Traditionally, employers view training as an expensive solution that is implemented to fix problems. This paper brings forward a research project that is designed to develop a theory of Web-mediated learning reinforcement as a better basis for investigating qualities of training in context. Currently, the usefulness of online mentoring is largely misunderstood. Online mentoring should not remain stationary; instead it should respond to the context and progressive knowledge development between the mentor and the mentee. Employers need to know the impact of their continual investments in human capital development on institutional effectiveness. Furthermore, with people remaining in the work-force beyond the traditional retirement age; we need to know - what are the consequences of retraining that involves online facilitation, and what are the consequences for retaining a paper-based facilitator-led training program.

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