TOWARD A MODEL OF EFFECTM5 RESPONSIVE TWUN'ING FOR END-USER COMPUTING: A CONSTRUCTIVIST APPROACH TO END-USER TRAZNING Dina Bartfeld A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Cumculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto O Copyright by Dina Bartfeld 1999 National Library Bibliotheque nationale 1+1 ,,.a& du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395, rue Wellington Ottawa ON KIA ON4 Ottawa ON KIA ON4 Canada Canada The author has granted a non- L'auteur a accorde me licence non exclusive licence allowing the exclusive pernettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, preter, distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format electronique. The author retains ownership of the L'auteur conserve la propriete du copyright in this thesis. Neither the droit d' auteur qui protkge cette these. thesis nor substantial extracts fiom it Ni la these ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent &re imprimes reproduced without the author's ou autrement reproduits sans son permission. autorisation. TOWARDS A MODEL OF RESPONSIVE TRAINLNG FOR END-USER COMPUTING: A CONSTRUCTIVIST APPROACH TO END-USER TRAINING Dina Bartfeld Doctor of Philosophy Department of Curriculum, Teaching and Learning University of Toronto Abstract Modem information technology and data processing systems and the ways in which they are used, are changing very rapidly. With this fast pace of technological innovations, it is the end-user who is facing the challenge to stay on par with technological advances but, typically, is not able to keep up with this race. Unfortunately, the support measures available for the end-user are often insufficient, and the typical end-user ends up relying on the support of other end- users who managed to overcome the obstacles and proceed to a "higher" level of understanding. Such informal support from other end-users is referred to in this thesis as Responsive Training. This qualitative study used a grounded theory method to explore the efforts of the end-users to become self-suficient in this continuously evolving technological age. It explored the problems the end-user faces, the user's needs resulting from these problems and the type of support that is needed in response to these needs. This study examined effective and ineffective training methods and defined the elements of eflective responsive training as a constructivist training approach addressing the user's problems and needs. The data collection methods employed included participant observations, focused observations, open and semi-structured interviews, case studies and experiments with various trainers and trainees. The results presented in this thesis have important implications for the general field of training and instructional theory, and, specifically, end-user training in the face of rapid technological change. The questions and findings that emerged from this study could be of major significance for "Human Factors" research as well as for the implementation of new technologies in the workplace and at home. More generally, this study highlights the need to revisit training and educational theories and especially to bridge the gap between them. iii TABLE OF CONTENTS .. Abstract ..............................................................................................................................11 Tables of Contents............................................................................................................. iv ... List of Figures.................................................................................................................. vnl List of Tables .....................................................................................................................ix Chapter I .Introduction ..................................................................................................1 The Problem Statement ................................................................................................1 Background and Rationale ........................................................................................... 1 Personal Perspective..................................................................................................... 6 Definitions and Conventions ........................................................................................7 Thesis Objectives .........................................................................................................8 Research Questions ......................................................................................................9 The Significance of the Study ....................................................................................10 Organization of the Chapters...................................................................................... 12 Chapter 11 .Literature Background ............................................................................ 16 Human Factors in Information Systems ..................................................................... 17 System-User Interaction ......................................................................................18 System Usability and Functionality .................................................................... 19 The End-User .......................................................................................................22 Who is the End-User? .................................................................................... 22 IndividuaI Differences; Cognitive and Learning Styles ................................. 22 The End-User as an Adult Learner ................................................................23 The End-User as a User of technology ...........................................................23 Instructional and Learning Theories and Methods .....................................................25 Instructional Design ..............................................................................................25 Cognitive Learning Theories and Constructivism................................................ 25 Cognitive theories vs . Instructional Design Theories........................................... 25 Main Principles of a Constructivist environment................................................. 29 End-User Training .....................................................................................................32 Existing Studies .................................................................................................... 33 The Gap between Technological Development and Instructional and Learning Theories ............................................................................................................... 35 Training Practices and the Realities of the Cybercorp Revolution ...................... 36 Learning By Doing in End-User Training ............................................................ 37 Formal and Informal Training .............................................................................. 40 Chapter III .Methodology ............................................................................................ 42 The Research Approach ............................................................................................-42 Qualitative Paradigms .........................................................................................-42 Grounded Theory Methods ................................................................................... 43 Research Procedure and Data Collection ................................................................... 45 Data Collection and Recording ......................... ..... ........................................... 45 Preliminary Study ........................ ... .................................................................. 40 The Main Study ..............................................................................................54 Research Settings and Information Sources ................................................... 54 The Research Subjects.................................................................................... 58 The Research Medium .................................................................................... 61 Data Coding and Analysis ........................................................................................62 Ethical Considerations............................................................................................... 65 Chapter IV .The End-User Problem and Needs ......................................................... 66 Introduction: The End-User Computing (EUC) Loop ................................................66 Who Is the End User? ................................................................................................ 67 The Characteristics of the End-Users in this Study ............................................. 67 The User-System Interaction ................................................................................... 70 The Effect of the Evolving Technology ..............................................................70 The Gap between Functionality