E-Learning for Professional Development: Preferences in Learning Method and Recency Effect

Abstract

This paper examined employee preference in learning modality for professional development. Using Media Richness Theory, preferences for different learning modalities, including traditional and elearning options were explored. Results demonstrate employees prefer traditional face-to-face learning over all forms of e-learning. However, findings demonstrate a recency effect for learning methods so employees who have experienced e-learning methods (synchronous or asynchronous) prefer that method over other methods.