Beruflich Dokumente
Kultur Dokumente
Review
Literature
addressing
both
eLearning
and
volunteer
engagement
was
sought
and
information
specific
to
the
application
of
these
variables
to
this
study
is
presented
below.
The
relationships
of
all
these
topics
to
one
another
is
ill
defined
by
existing
research,
which
represents
the
disparity
this
study
intends
to
address.
Computer
Based
Training
The many facets of eLearning (computer based training [CBT], internet based
training
[IBT],
web
based
training
[WBT]
and
similar
acronyms),
has
been
well
studied
in
the
literature
and
shown
to
be
effective
(Kulik & Kulik, 1991; Piccoli, Ahmad, & Ives, 2001;
Prensky, 2005; Sitzmann, Kraiger, Stewart, & Wisher, 2006; Strother, 2002; Wantland, Portillo,
Holzemer, Slaughter, & McGhee, 2004).
Literature
focusing
on
the
use
of
eLearning
for
the
purposes
of
first
aid
topics
(for
example,
cardiopulmonary
resuscitation
[CPR])
and
studies
that
addressed
the
implementation
of
eLearning
techniques
within
selected
medical
and
medically-related
environments
were
sought
to
appreciate
that
complexities
of
this
particular
style
of
training
in
a
virtual
environment.
The
effectiveness
of
the
use
of
computer-based
training
for
medical
topics
in
the
development
of
theoretical
and
practical
skills
has
been
found
to
be
similar
to
classroom-
based
instruction
where
learners
are
physically
co-located
(Lam-Antoniades, Ratnapalan, &
Tait, 2009; Militello, Gance-Cleveland, Aldrich, & Kamal, 2014).
The
experience
of
moving
to
computer-based
training
from
one
where
learners
are
physically
co-located
is
a
positive
one,
even
for
learners
who
have
never
used
computers
previously
for
learning
(Walker &
Harrington, 2003).
Utilizing
web-based
training
for
teaching
medical
skills
to
non-medical
staff
was
found
to
reduce
training
time
and
cost
while
maintaining
the
performance
of
learners
when
compared
to
more
cost-intensive
instructor
led
activities
(Gellman, 2005)
and
web-based
simulation
training
for
emergency
medical
services
was
likewise
found
to
reduce
training
costs
while
maintaining
effectiveness
(Gershon et al., 2008).
The
totality
of
this
literature
proves
ample
support
for
medically-themed
training
to
both
medical
and
non-medical
staff
in
the
emergency
medical
services
as
a
low-cost
alternative
to
situations
where
learners
are
physically
co-located.
The use of eLearning for first aid knowledge building is comparable to physically co-
learning
(Cason & Stiller, 2011; Meischke et al., 2001; Plant & Taylor, 2013; Teague & Riley,
2006),
others
cite
weaker
skill
performance
by
eLearning
students
and
recommend
a
blended
approach
to
learning
to
enhance
skill
development
(Rehberg, Diaz, & Middlemas,
2009; Sara, 2008).
Volunteer
Engagement
The
dependent
variable
in
this
study
of
volunteer
engagement
is
often
ill-defined
and
thus
suffers
from
a
much
smaller
basis
of
literature
from
which
to
draw
experience
and
conclusions.
Within
the
volunteer
sector,
studies
that
considered
volunteer
engagement,
satisfaction,
and
the
effect
of
emergency
services
work
in
a
volunteer
context
were
considered
and
general
articles
on
engagement
and
how
to
measure
engagement
in
a
workplace
setting
were
collected.
There
has
been
much
research
into
what
motivates
people
to
volunteer,
with
a
number
of
factors
and
models
being
identified;
more
than
40
items
are
included
in
the
Volunteer
Motivation
Inventory
(Esmond & Dunlop, 2004)
alone.
Understanding
motivation
aids
organizations
in
tailoring
their
experiences
to
the
individuals
they
recruit.
Beyond
motivation,
however,
research
has
also
been
undertaken
in
the
fields
of
volunteer
satisfaction
and
commitment
to
better
assist
in
retaining
volunteers
(Vecina, Chacn,
Sueiro, & Barrn, 2012).
These
concepts:
motivation,
satisfaction,
and
commitment
often
focus
on
the
relationship
of
volunteer
to
the
organization
but
struggle
to
adequately
explain
the
relationship
of
the
volunteer
to
the
work
being
performed.
It
could
be
suggested
that
historically
volunteer
research
was
focused
on
the
outcomes
for
the
volunteer,
whereas
workplace
research
was
often
focused
on
the
organizational
concepts
that
led
to
the
outcomes
(Vecina & Chacn, 2013a).
The
most
popular
standardized
validated
test
for
measuring
workplace
engagement
is
the
Utrecht
Workplace
Engagement
Survey
(UWES)
(Attridge, 2009).
It
is
a
particularly
robust
and
well-studied
tool
which
seeks
to
measure
worker
engagement
as
a
result
of
a
15-variable
Likert
scale
assessment
(Schaufeli & Bakker, 2004).
Beyond
workplace
engagement,
it
has
proven
applicable
to
contexts
measuring
student
engagement
(Schaufeli
& Bakker, 2004)
and
volunteer
engagement
(Fera & Shaw, 2013; Schie et al., 2014; Vecina et
al., 2013, 2012)
by
modifying
question
phrases
to
reflect
the
context
in
which
it
is
assessing.
A
shortened
9
question
version
of
the
UWES
was
found
to
have
similar
psychomotor
predictability
as
compared
to
the
full
survey
(Schaufeli et al., 2006; Seppl et al., 2009).
In
measuring
workplace
engagement,
it
has
been
found
that
increased
workplace
engagement
was
a
predictor
of
positive
workplace
well-being
(Seppl et al., 2009)
and
is
independently
predictive
of
evaluating
engagement
even
in
the
presence
of
burnout
(Choi, 2013).
The
survey
separately
assesses
three
key
areas
of
engagement:
vigor,
dedication
and
absorption.
Theoretical
Framework
The
independent
variable
within
this
study
is
the
implementation
of
an
eLearning
platform
to
complement
a
training
program
that
is
currently
being
administered
solely
through
co-located
instructional
methods.
The
dependent
variable
is
the
concept
of
volunteer
engagement,
as
measured
by
the
Utrecht
Workplace
Engagement
Survey.
These
two
variables
are
considerably
different
and
each
has
a
unique
set
of
characteristics
from
which
to
consider
their
impact
on
research.
To
complement
an
analysis
of
the
volunteers
reaction
to
the
adoption
of
the
platform,
self-determined
motivation,
as
a
sub-type
of
self-
determination
theory
can
be
used
to
bridge
the
idea
of
workplace
engagement
with
that
of
volunteer
engagement
(Deci & Ryan, 1991; Ryan & Deci, 2000).
the
observability
of
this
innovation,
in
the
context
of
whether
it
has
an
effect
on
volunteer
engagement.
It
is
recognized
that
the
medical
first
response
volunteers
of
St.
John
Ambulance
Cambridge
have
an
existing
social
structure
which
is
formally
established;
a
paramilitary
rank
structure
with
officers,
non-commissioned
members,
and
both
medical
first
response
and
first
aid
trained
volunteers
comprising
the
volunteer
membership
exists.
The
instructors
for
the
weekly
training
sessions
of
the
volunteer
membership
do
not
necessarily
hold
formal
leadership
positions
(although
some
do)
but
all
are
certified
and
work
as
paramedics,
creating
a
position
of
opinion
leadership
inherent
to
their
more
advanced
professional
qualifications
in
relation
to
the
learners.
Volunteer
engagement
itself
cannot
be
adequately
explained
using
the
Diffusion
of
Innovations
Model.
By
using
an
occupational
workplace
engagement
survey
to
measure
engagement,
there
is
a
risk
of
confusing
the
motivation
behind
the
work
being
performed.
While
engagement
does
represent
the
proposed
observable
change
created
by
the
eLearning
platform,
it
is
a
complex
concept.
Self-Determination
Theory
(Deci & Ryan, 1991;
Ryan & Deci, 2000)
focuses
on
the
motives
behind
why
individuals
follow
certain
courses
of
action
and
is
appropriate
for
application
for
workplace
contexts.
As
a
subset
of
self-
determination
theory,
self-determined
motivation
is
defined
as
acting
with
a
sense
of
volition
and
have
the
experience
of
choice
(Gagn & Deci, 2005).
Research
by
van
Shie
et.
al.
(2014)
further
explored
the
idea
of
self-determined
motivation
to
elaborate
on
the
quality
of
the
volunteer
experience
and
also
adapted
the
UWES
for
use
as
a
tool
to
evaluate
volunteer
engagement
resulting
from
that
self-determined
motivation.
This
recognizes
the
motivation
volunteers
bring
to
the
motivation
they
have
to
engage
in
their
volunteer
work.
As
a
dimension
of
engagement,
dedication
can
be
best
attributed
to
being
a
result
of
self-
motivation
theory;
volunteers
have
freely
chosen
to
give
their
work
and
effort
to
an
organization.
The
individual
elements
of
the
proposed
study
would,
at
first
glance,
appear
to
support
a
hypothesis
that
implementing
an
eLearning
platform
in
a
volunteer
context
will
have
a
positive
effect
on
engagement.
However,
on
further
review
of
the
literature,
there
is
also
the
possibility
for
a
number
of
factors
to
influence
this
process
and
a
minority
of
dissenting
opinions
as
to
the
effectiveness
of
eLearning
in
a
first
aid
environment.
The
idea
of
workplace
engagement
is
well-defined
but
transferring
that
idea
to
the
volunteer
experience
does
not
offer
a
similar
cache
of
literature
to
support
it.
By
using
the
framework
described,
this
study
seeks
to
offer
a
unique
method
of
evaluating
the
effectiveness
of
an
online
training
initiative,
while
at
the
same
time
contributing
to
the
body
of
knowledge
for
each
under-researched
concept
discussed.
Methodology
Participants
The
volunteer
members
of
the
SJA
MFR
unit
at
the
Cambridge,
Ontario
branch
are
men
and
women
between
18
and
65
years
of
age.
All
members
of
this
unit
hold
current
first
aid
certification
(which
is
the
topic
being
communicated
in
the
eLearning
platform)
and
some
hold
higher
related
certifications
ranging
from
medical
first
responder
to
paramedic.
Members
have
a
wide
variety
of
educational,
ethnic,
religious,
and
cultural
backgrounds.
The
unit
reported
40
members
at
the
time
of
the
initiation
of
this
study,
which
represents
the
population
from
which
participants
are
recruited.
Recruitment
and
participation
in
this
study
is
performed
online
through
e-mail
and
a
dedicated
survey
website.
All
40
members
receive
an
e-mail
invitation
(Appendix
A)
to
participate
in
the
study
anonymously
and,
thus,
the
specific
demographics
of
the
sample
cannot
be
communicated
beyond
the
broad
demographics
of
the
population.
There
is
no
incentive
offered
to
potential
participants
for
this
study.
Potential
participants
who
identify
that
they
are
not
members
of
the
MFR
unit,
do
not
have
access
to
e-mail,
do
not
have
basic
computer
skills,
or
cannot
read
and
understand
English
are
not
permitted
to
access
the
survey
study
and
are
excluded.