INVESTIGATING KNOWLEDGE TASK DIFFICULTIES IN AN E-TRAINING SYSTEM FOR PROFESSIONAL DEVELOPMENT DESIGN

Abstract

E-training system has been a practical method in higher learning institutions to enable a virtual training environment. It is a vigorous effort to corroborate educators to prepare and facilitate themselves with professional knowledge, skill, values, and practices through training programs. These training programs are structured with an essence of competency development, lifelong learning, and career path. The effect of e-training design and process difficulties faced by end-users were less prominent. Therefore, this research’s objective is to validate the design of the E-Training System for Professional Development (TaSPoD), using an Applied Cognitive Task Analysis (ACTA) that was performed by a group of experts, to elicit the most difficult cognitive elements. Interview sessions were conducted to answer the research question of the electronic training design recommendation implemented in TaSPoD. The result shows that the experts faced difficulties in two system design elements which are system design and functionality and course content design. Thus, to increase user engagement in the e-training system, experts proposed three recommendations: (i) graphical user interface with simple and appropriate objects, tabs and icons, and video upload tools, (ii) communication tools such as chat programs and video conferencing, (iii) customized application for external documents.