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Author: Merbach, Michael R.

Title: Apprentice perception of eLearning in Northeast Wisconsin construction

electricity apprenticeship training program.

The accompanying research report is submitted to the University of Wisconsin-Stout, in partial

completion of the requirements for Master of Science in Training and Human Resource Development.

Graduate Degree/ Major: MS Training and Human Resource Development

Research Advisor: Dr. Wendy Dittmann

Submission Term/Year: Spring, 2014

Number of Pages: 58

Style Manual Used: American Psychological Association, 6th edition

I understand that this research report must be officially approved by the Graduate

School and that an electronic copy of the approved version will be made available through the

University Library website

I attest that the research report is my original work (that any copyrightable materials

have been used with the permission of the original authors), and as such, it is automatically protected

by the laws, rules, and regulations of the U.S. Copyright Office.

My research advisor has approved the content and quality of this paper.

STUDENT: NAME: Michael Merbach DATE: 4/22/14

ADVISOR: NAME: Wendy Dittmann, EdD DATE: 4/22/14

----------------------------------------------------------------------------------------------------------------------------- ----

This section to be completed by the Graduate School

This final research report has been approved by the Graduate School.

Director, Office of Graduate Studies: DATE:

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Merbach, Michael, R. Apprentice perception of eLearning in Northeast Wisconsin

construction electricity apprenticeship training program.

Abstract

Fox Valley Technical College in Appleton, Wisconsin offers a web-based, block-

scheduled, apprenticeship training model for the construction electrician apprentice

program. There is no data to research a program of this type. This research project

consisted of the evaluation of other distance education programs in addition to traditional

face-to-face construction apprenticeship training programs. There was a need to collect

and analyze student perceptions of web-based online learning components in a

construction electrician apprenticeship. This research provides a guide for future

implementation in other apprenticeship training programs and examines the Fox Valley

Technical College program. Methodology used consisted of an electronic survey sent to

currently enrolled and active apprentices in the Northeast Wisconsin training program at

Fox Valley Technical College. The results demonstrate while respondents are satisfied

with the Fox Valley Technical College Apprenticeship instruction as a whole, an overall

dissatisfaction with the eLearning components of the construction electrician

apprenticeship program was prevalent. Considering the majority of participants have

limited previous experience with eLearning systems, technology issues did not contribute

towards the dissatisfaction. Future research could include State of Wisconsin electrical

licensure completion rates for students enrolled in the block scheduled, web enhanced,

and traditional face-to-face apprenticeship programs.

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Table of Contents

Abstract ........................................................................................................................................... 2

List of Tables .................................................................................................................................. 5

List of Figures ................................................................................................................................. 6

Chapter I: Introduction .................................................................................................................... 7

Statement of the Problem ...................................................................................................11

Purpose of the Study ..........................................................................................................11

Assumptions of the Study ..................................................................................................11

Definition of Terms............................................................................................................12

eLearning. ..........................................................................................................................12

Limitations of the Study.....................................................................................................13

Chapter II: Literature Review ....................................................................................................... 14

Traditional Models of Apprenticeship Training ................................................................14

Adult Learning in Post-Secondary Education (apprenticeships) .......................................19

eLearning ...........................................................................................................................21

Cost of Training .................................................................................................................24

Summary ............................................................................................................................25

Chapter III: Methodology ............................................................................................................. 26

Subject Selection and Description .....................................................................................26

Instrumentation ..................................................................................................................27

Data Collection Procedures ................................................................................................28

Data Analysis .....................................................................................................................28

Limitations .........................................................................................................................29

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Chapter IV: Results ....................................................................................................................... 30

Participants .........................................................................................................................30

Research Questions ............................................................................................................31

Item Analysis .....................................................................................................................31

Participant Demographics ..................................................................................................32

Perception of Computer Usage ..........................................................................................32

Previous User Ability .........................................................................................................33

Instructional Preference .....................................................................................................34

Classroom Technology Preference ....................................................................................37

Summary ............................................................................................................................38

Chapter V: Discussion .................................................................................................................. 39

Purpose and Objectives ......................................................................................................39

Data Collection ..................................................................................................................39

Limitations of the Study.....................................................................................................40

Conclusions ........................................................................................................................41

Recommendations ..............................................................................................................42

References ..................................................................................................................................... 44

Appendix A: Survey Invite Letter................................................................................................. 46

Appendix B: Implied Consent Letter ............................................................................................ 47

Appendix C: Fox Valley Technical College IRB approval .......................................................... 50

Appendix E: Survey Analysis ....................................................................................................... 57

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List of Tables

Table 1: Total number of active construction electrician contracts .............................................. 18

Table 2: Average age a registration of construction electricians in Wisconsin ............................ 19

Table 3: Comparison of social definitions of adult learner and apprentice .................................. 21

Table 4: In a course with both web enhanced and traditional methodologies, I learn better

through the web enhance portion ...................................................................................... 36

Table 5: I prefer Blackboard supported courses to traditional courses ......................................... 36

Table 6: How satisfied are you with the paid-related instruction received at FVTC ................... 38

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List of Figures

Figure 1: Results of WTCS completer survey in respect to when apprentices began working in

their present occupation. ......................................................................................................9

Figure 2: Employment location for Wisconsin apprentices ............................................................9

Figure 3: The O’Malley and McCraw student perception model. .................................................28

Figure 4: Overview of participants in survey instrument. ............................................................30

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Chapter I: Introduction

The Wisconsin Technical College System (WTCS) provides the training necessary for

the paid-related components of apprentice training in Wisconsin. Apprenticeship is not a new

training model. Apprenticeships are actively in practice today with medical residency a required

element to become a doctor, required flight time with a master flight trainer in preparation of

solo flight for a pilot’s license, and in the transportation field, the process to acquire the

Commercial Driver’s License, or CDL-A, has required classroom instruction combined with

supervised over the road training. The WTCS has been providing academic training

requirements for 35 different career choices amongst the construction, industrial, and service

trades formally since 1911 (Department of Workforce Development, n.d.). Completing an

apprenticeship program is the same as being awarded a degree in doing. On November 14, 2013

Governor Scott Walker of Wisconsin identified the value of apprentice training as he signed

Senate Bill 335,

Apprenticeships are some of the most valuable worker training programs available, this

bill will help employers address the current shortage of skilled workers and tailor training

to their specific industry needs. It also encourages skilled workers to continue their

education in rewarding career paths and allows them to earn while they learn. (Evenson,

2013, para. 2).

In Wisconsin the apprentice training experience is shaped by three major signatory

agents. The worker’s employer is the primary member of the apprenticeship training trio

offering the learner stable employment and contractual agreement to train in all aspects of the

skill area identified in the apprentice contract. The second member of the apprenticeship

learning experience is the technical college. The 16 colleges in the WTCS provide the collegiate

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level educational elements often referred to as paid related instruction (PRI) for the program

participants. The range of apprentice contracts supported by WTCS training identify three to

five year training programs accounting for up to 730 hours of training in a variety of trades. The

third member of the apprentice experience is the Bureau of Apprenticeship Standards (BAS).

The BAS is the regulatory agency operating out of the Wisconsin Department of Workforce

Development (DWD). The DWD oversees the apprentice’s monthly work experience in addition

to approving the curriculum delivered in the college setting.

Employers that utilize the construction electrician apprentice (CEA) training have an

enhanced ability to develop their internal workforce. Employers interested in handing off their

corporate culture and values to high performing workers can utilize the master to apprentice

training as a workforce development mechanism. Employers may select the best and brightest

members of their workforce and offer these candidates the advanced apprenticeship training,

enhancing their abilities and work ethic. The WTCS apprentice completer reports indicate that

66% of apprentice completers were employed in their present occupation prior to the

apprenticeship, 23% indicated they started working at the beginning of their apprenticeship; 11%

said they became employed after completing their apprenticeship; and less than 1% did not

indicate when they were first employed in their present occupation.

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Figure 1. Results of WTCS completer survey in respect to when apprentices began working in

their present occupation.

The annual report further reveals 95% of the apprentice completers are still in the labor force,

with 91% still employed in the trade for which they received training. “Apprenticeship training

reduces turnover” (Department of Workforce Development, n.d., p. 4). The following figure

illustrates 54% of apprenticeship completers retain employment in the district in which they

trained.

Figure 2. Employment location for Wisconsin apprentices as reported in a WTCS completion

report. Ninety-five percent of the employed apprentices who responded are working in

Wisconsin, 2% are employed out-of-state, and 3% did not indicate where they are employed. Of

those employed in Wisconsin, 54% are employed in the technical college district where they

received their training, and 41% are employed in another technical college district (Wisconsin

Technical College System, 2012).

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Economic factors are beginning to pose challenges to the traditional model of

apprenticeship training in the construction sector. The new reality in construction work is that

construction projects are fewer and farther apart. Contractors have to mobilize to find work for

their apprenticed employees in order to remain competitive. A consequential effect of the

economic slowdown is a reduction in apprentice trainee numbers.

With the active apprenticed employee needing to travel to these projects, the delivery of

training content to mobilized apprentices has begun to shift towards alternate learning models

including distance and eLearning technologies. One of the alternate learning models is the block

model. The block-learning model is a format in which the learner attends college for consecutive

multi-day periods of training. Web-enhanced learning is applied to the block-learning schedule;

the learner utilizes Computer Based Training (CBT) modules to prepare for the multi-day face-

to-face meetings. These changes in delivery format facilitate the travel arrangements necessary

for the contractor’s nomadic workforce to attend the related training.

A traditional semester of study in CEA would require nine trips to and from the college;

the block arrangement reduces travel expense by allowing the learner to travel to the college and

stay locally for the duration of this block of time.

Change is not new in apprenticeship. The training model for CEA learners in the late

1980s consisted of weekly classes held at night. In the late 1990s the model became a bi-weekly

8-hour daytime training model in which the apprentices are paid for their attendance. The

Wisconsin CEA training program introduced web-enhanced eLearning. In between block

sections, the learner participates in web-based activities to stay in the literature while away at

work. Learner participation in, and acceptance of, the eLearning component is inconsistent.

Apprenticeship programs implemented new learning technologies in the related instruction

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component without fully understanding the real or perceived impact to the apprentice learner.

The employers’ economic challenges motivated the move to eLearning. A study of construction

electrician apprentice eLearning was not conducted to understand the learner perception of the

eLearning methodologies at the time of implementation.

Statement of the Problem

In 2009, Northeast Wisconsin apprentice training providers adopted a web-enhanced

block-learning model within the construction electrician training program. The acceptance and

engagement of the apprentice eLearning components appears to vary among the apprentices. To

date, there has been no evaluation of the learners’ acceptance and perception of the web-

enhanced block-learning model.

Purpose of the Study

The purpose of the study was to analyze apprentice learner perception of eLearning

components in the Northeast Wisconsin construction electrician apprenticeship. Recent

apprenticeship completers, as well as current active apprentices, provided input in regards to

PRI. Findings and recommendations will benefit students and educational institutions by

aligning apprentice content with the travel demands of employers in the region in regards to

apprentice learner success in the modified apprentice-learning environment. The goal of the

project was to gauge skilled workers desire to continue their education in the apprenticeship

career paths.

Assumptions of the Study

1. The implementation of the web-enhanced program would continue throughout the

duration of the study.

2. CEA program would continue to utilize the block-learning schedule at all levels.

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3. Apprentice self-efficacy remains consistent throughout the survey participants.

Definition of Terms

This study uses the following terms and definitions:

Blackboard. Blackboard (Bb) is a learning management system that allows faculty to

add resources for students to access online. Power point, Captivate, video, audio, animation, and

other applications are created outside of Blackboard and added into Blackboard courses for

students to enhance teaching and learning efforts.

eLearning. Learning conducted via electronic media, typically on the internet

Indenture. Individuals involved in the apprentice training setting hesitantly use this term,

which has a negative connotation. The modern day usage is not consistent with the current

application or usage of the word in apprentice programs. Its original intent was to describe the

folded and torn contract that was the legal document binding the worker to their employer until

fulfilling the terms of the contract. The local magistrate in company with the employer presided

over the production of this indented artifact. Upon review of the contractual language and

artifacts, the magistrate would release the apprentice from their indenture.

On the job training (OJT).The educational component of the apprentice experience that

happens outside of the school. This training happens under the watchful eye of a skill trades

worker, work performed is consistent with the apprentice employment agreement.

Paid related instruction (PRI). The educational component of the apprentice experience

that happens is a select district of the WTCS. This training happens under the watchful eye of an

apprenticeship instructor employed by the college to facilitate the WTCS state trade curriculum.

The employer pays the apprentice his hourly wage for the time spent in the PRI.

Unpaid related instruction (UPR). The educational component of the apprenticeship

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experience that happens either in industry or at the college that is not compensated. The

employer may choose to pay the fees for the apprentice, however; the employer is not required to

pay the expense.

Limitations of the Study

1. The study did not include a sample of all the apprentices in the participating schools

in Northeast Wisconsin. The results were limited to the opinions and responses from

apprentice learners active and attending Fox Valley Technical College.

2. The study was a one-time survey of a five-year training experience. This one-time

event likely created a regional snap-shot that may or may not be consistent with an

economic recovery that could shift the workforce back to a localized work PRI

setting.

3. Participants who are paid to attend their training experience had to volunteer to

complete the study. The researcher was not able to identify real or perceived bias in

regards to how compensation affected results.

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Chapter II: Literature Review

In 2009, Northeast Wisconsin apprentice training providers adopted a web-enhanced

block-learning model within the construction electricity training program. The acceptance and

engagement of the eLearning components appears to vary among the apprentices. To date, there

has been no evaluation of the learners’ acceptance and perception of the web-enhanced block-

learning model. This chapter includes a literature review of apprenticeship training and models

of adult participative behavior in post-secondary education. Past and present traditional models

of apprenticeship training are explored and compared with elements of participant motivation to

overcome real or perceived barriers in construction electrician apprenticeship programs.

Research explored the persistence in apprenticeship training programs leading to satisfactory

completion. Research also identified program modifications from traditional, instructor-led,

classroom-centric instructional modes, to asynchronous delivery methods. A review of existing

models and theories of participative learning behavior enabled better analysis of learner

perception and engagement in web-based learning components in the construction electrician

apprenticeship program.

Traditional Models of Apprenticeship Training

Historically, the traditional apprenticeship learning environment admits new recruits

directly into the work environment, and assigns them a skilled craft worker, or expert, to

supervise and support their performance on the job (Gal & Nachmias, 2011). Gal and Nachmias

(2011) continue to outline this employment period as the initial acquisition of relevant skills and

knowledge. They state, “Once skills were mastered this support would gradually be reduced up

to the point when the apprentice would be fully independent [journey level employee, master of

the trade, qualified to hand off job skills to the next hire]” (Gal & Nachmias, 2011, p. 26).

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In construction electricity, worker transition to independence follows a consistent training

strategy of combining 10,000 hours of supervised on the job training (OJT) in a variety of work

settings, with 732 hours of paid related instruction (PRI) occurring in a WTCS School. Changes

to an apprenticeship program are not new. Burt Harding, bureau of apprenticeship standards

(BAS) representative, states, “Training strategies for apprentice training programs have

constantly evolved primarily to meet the needs of employer sponsors” (personal communication,

Dec 5, 2013). The contract agreement for a typical workweek in the 1980s consisted of 40 hours

of supervised OJT on the day shift, with another four hours of PRI at night in a WTCS school

(Department of Workforce Development, n.d.). The Aspen Workforce Strategies Initiative

(WSI) reports training and work arrangements such as this prohibited many workers from being

able to secure appropriate day care, causing a large percentage of apprentices to drop out of their

respective training programs, never accomplishing the goal of Journey level worker. Large

worker turnover in workforce development is detrimental to contractor success (Helmer &

Altstadt, 2013). To address the turnover loss, “contractors in the early1990s modified the typical

apprentice contract or work arrangement” (B. Harding, personal communication, Dec 5, 2013).

The OJT became a 36-hour workweek, with four PRI training hours happening on the day shift.

The change made arranging day care easier and made personal and life struggles of the

apprentice tolerable. This model increased worker retention and made earning while learning a

viable career path (Helmer & Altstadt, 2013).

The training model for the late 1990s had again been modified at the request of the

employers. The biweekly training arrangement had fixed the day care and schedule issues of the

past, but the new travel requirements of today’s employers had the nonresident apprentice

learners traveling to campus four times per month, scheduling the learner to an out-of-district job

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became cost prohibitive to the company. In the early 2000s, to meet demands of industry,

Wisconsin modified the model of apprenticeship to an 8-hour PRI training day every other week.

The resulting work schedule was “40 hours of work on the ‘A’ week, 32 hours of work on the

‘B’ week plus an 8-hour training day” (B.Harding, personal communication, Dec 5, 2013).

Worker availablity was doubled and travel expenses reduced. Construction companies liked the

new format; it enabled the apprentice learners to be available for nomadic work. Financially,

apprentice learners liked the new schedule as well; the ability to stay on the job for longer

segments of time meant more money and less travel benefiting both the apprentices and

employers (Harding, personal communication, Dec 5, 2013).

A 2006 study of the motivational climate of construction apprentices defined motivation

as a “set of independent and dependent relationships that explain the direction amplitude, and

persistence of an individual’s behavior, holding constant the effects of aptitude, skills,

understanding of a task and the constraints of operating in the work environment” (Uwakweh,

2006). Uwakweh’s (2006) survey of motivational climate among construction apprentices in the

Midwest indicated a need for an improved motivational climate for the apprentices “to gauge

what energizes, sustains, and directs behavior” (p. 531). Extended travel, enabled by the latest

apprentice training program model, had put a strain on the family-orientated apprentices. Aspen

WSI (2013) offered several recommendations for consideration in improving learner motivation

in apprenticeship training programs recommendations pertinent to this project are as follows:

Apprenticeship programs should experiment with flexible training options.

Apprenticeship programs and industry leaders should increase oversight of OJT and

job rotations.

Apprenticeship programs and industry stakeholders should develop more mentoring

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projects.

The WSI report emphasized apprentice completion; the relevance to the researchers’

effort is the suggestion of flexible classroom options to increase motivation and reduce barriers

to academic content. Apprentice learners are adults employed and often have family

responsibilities. “New classroom training options that ease the challenge of working and going

to school at the same time should be considered” to help alleviate the stress of conflicting work

as well as school life (Helmer & Altstadt, 2013, p. 10). O’Malley and McCraw researched

flexible options such as: closed circuit television, interactive television, and correspondence

courses. These courses enabled learning from outside the classroom. In a simulated lecture

environment, lessons could be captured then broadcast later at a convenient time for non-resident

learners. These non-resident learners were the first users of distance learning through the use of

closed circuit television. The research revealed, these methods are not perceived as providing the

same learning impact as the lecture method (O'Malley & McCraw, 1999).

The National Bureau of Economic Research identified December 2007 as the beginning

of a national recession. It was identified as “the peak month, after determining that the

subsequent decline in economic activity was large enough to qualify as a recession” (National

Bureau of Economic Research, 2010, p. 1). Employers began to reduce workforce numbers due

to the inherent delay caused by project funding and design from preceding fiscal budgets (W.

Belanger, personal communication, Nov 19, 2013).

Labor costs contribute 10-50% of total construction project cost depending on the type of

project. In an effort to remain competitive, employers look for ways to reduce cost. Often the

human element is the easiest expense to reduce. Apprentice numbers have been falling steadily

as the economic downturn continues. Table 1 identifies the number of active construction

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electrician contracts in Wisconsin by year.

Table 1

Total number of active construction electrician contracts

Calendar Year (CY) Total # of Active Contracts in CY

2001 2,252

2002 2,149

2003 2,011

2004 1,862

2005 1,774

2006 1,652

2007 1,599

2008 1,550

2009 1,438

2010 1,300

2011 1,219

2012 1,099

2013 (as of 11/03/13) 1,202

Forward thinking contractors also focus on increasing the skills of their workers while

reducing the cost of training (Russell, 1999). Construction contractors in the present economy

are operating in larger geographical areas to keep their workers employed; the necessary travel is

placing the apprentices farther from the classroom. The researcher contacted the Wisconsin BAS

for input on the new training paradigm taking shape in Wisconsin apprenticeship programs.

Bureau representative Burt Harding stated, “How to train these mobilized construction workers

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to perform their skilled craftwork in remote locations is under review again” (B. Harding,

personal communication, Dec 5, 2013).

Adult Learning in Post-Secondary Education (apprenticeships)

Much of the literature identified apprentice learners as “adult learners.” The Wisconsin

DWD data on active apprentices reports the average age of apprentices in Wisconsin as 24.8

years of age (Department of Workforce Development, n.d.). Table 2 provides a multi-year visual

of age at the time of registration.

Table 2

Average age at registration of construction electricians in Wisconsin

Calendar Year Average age at registration

2001 24.8

2002 24.5

2003 24.3

2004 24.3

2005 24.1

2006 24.2

2007 24.1

2008 24.2

2009 24.4

2010 24.5

2011 24.7

2012 24.8

2013 (as of 11/03/13) 25.1

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In the national data set WSI reports, the median age was 26 for individuals entering into

apprenticeship agreements initiated between 2006 and 2007, and 19 percent were age 35 or older

(Helmer & Altstadt, 2013). Malcolm Knowles, expert in the field of adult education, developed

the most widely accepted definition of adult learners. Knowles’ social definition states, [when]

an individual begins to perform adult roles such as full-time worker, citizen, spouse, and parent

(Knowles, Holton, & Swanson, 2011). Malcolm Knowles identified adult learners by the

following four principles:

Adult learners are involved in the planning and evaluation of their instruction.

Adult learners learn from experience.

Adult learners are most interested in learning content that has immediate relevance

and impact to their job or personal life.

Adult learning is problem-centered rather than content-orientated.

Similarly the DWD identifies contracted apprenticeship learners by the following four

principles (Department of Workforce Development, n.d.) :

“Under contract to the state of Wisconsin for (PRI) (instruction);

“Sponsored in employment for (OJT) (experience);

“Required (UPR) in supporting areas of interest (interest);

“Required (problem centered) credentialing at the end of training: (pp 2-3).

For the purpose of this research, adult principles are synonymous with the apprentice

principles. (See Table 3) These learning principles; prior education conditions, characteristics of

students, and perceived characteristics of eLearning, shape the adult learning paradigm

(O'Malley & McCraw, 1999).

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Table 3

Comparison of social definition of adult learner and apprentice

Adult learner (Knowles) Apprentice learner(DWD)

Adult learners are involved in the

planning and evaluation of their

instruction

Under contract to the state of

Wisconsin for PRI (instruction)

Adult learners learn from experience Sponsored in employment for OJT

(experience)

Adult learners are most interested in

learning subjects that have immediate

relevance and impact to their job or

personal life

Required UPR in supporting areas

of interest (interest)

Adult learning is problem-centered

rather than content-orientated

Required (problem centered)

credentialing at the end of training

With the adult learners engaged in apprenticeship wanting to be available for their

families, and the contractor need for a mobile workforce, the literature revealed a major theme of

migration towards a modern apprenticeship training method.

eLearning

An option to assure that adult workers who are involved in training can work on the

remote location jobs is to use eLearning. Little (2011) found eLearning to be a “significant

factor for creating knowledge workers, helping companies maintain competitive advantage, and

allowing organizations to operate more efficiently by increasing delivery options for training” (p.

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19). Apprentice learners are trained. These adult apprentices are struggling with life balance in

their adult role; in addition, the work is farther away from their families. When learning new

material or skills a slow absorption into long term memory is best, eLearning can overload

working memory quickly, overloading the learner’s ability to retain needed skill (Tyler-Smith,

2006). Tyler-Smith (2006) continues stating new material is processed in working memory then

progressively added to the learners’ knowledge structure. Learners new to eLearning are faced

with multiple challenges such as:

Utilizing technology for professional purpose

New learner management system or course website

New course content

Becoming an eLearner

To succeed as an eLearner, adult learners must manage this transition to eLearning without

freezing up or becoming anxious (Tyler-Smith, 2006).

The natural propensity to learn is a form of motivation. For eLearning to be effective in

training adult learners, it is important for learners to absorb the proposed learning techniques in

manageable quantities. A common component for motivation in adult learning is acceptance and

engagement of the instructional content (Harris, Bolander, Lebrun, Docq, & Bouvy, 2004).

Apprentice learners have control over their respective OJT experiences; they don’t always have

control over the PRI of instructional content. Harris et al. (2004) defined academic engagement

as; engaging in the activities of a course program with thoroughness and seriousness,

furthermore, having autonomy over one’s actions and implied control in regards indicates an

internal locus of control (Harris et al., 2004). The eLearning experience is new to

apprenticeship.

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Harding stated, “eLearning for the 2010’s has been introduced to the service, construction

and industrial trades on an as needed basis” (B. Harding, personal communication, Dec 5, 2013).

The expense of worker travel is the primary element that initiates the analysis of wether or not

applying eLearning aspects to an apprenticeship program is jsutified. In the case of the

Wisconsin wastewater treatment apprentices, on the job work experiences are very lab and

process intensive. Workers are trained to the expert level right on the job. eLearning

components became a very complementary accessory in the uptake of Science, Technology,

Education, and Mathematical (STEM) skills of the apprentice workers. In an interview with Burt

Harding of the DWD in regards to usage of eLearning in apprenticeship, Harding shared the

waste water treatment apprentices at Moraine Park Technical College:

Wastewater treatment students attend to their STEM studies via online learning

environments, they have such unique training needs as each municipality has unique

water service needs. The apprentices’ PRI is mostly academic training in regards to

codes and standards involving water standards. Truck driving is another example; driver

apprentices only come to school for educational aspect. New technology in

transportation science is introduce in simulators and computer based training modules in

the class room, supervised by expert instructors; at the conclusion of the training period

the apprentices go back out into the field and continue the master apprentice arrangement

of the OJT. (B. Harding, personal communication, Dec 5, 2013)

Additional areas for recently deployed eLearning in Wisconsin Apprenticeship are:

Heavy equipment operators

Carpenters (both millwright and construction)

Roofers

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Electricians (construction)

Laborers (construction)

These trades have implemented or adopted some form of eLearning in their respective

programs to reduce expense and attempt to increase retention in apprentices.

Apprentice programs put up learning modules in Blackboard or the host college learning

management systems (LMS) utilizing computer based training (CBT) modules for

learners to participate in as home work. Learners then come to the WTCS College for lab

work and instructor led assessment (B. Harding, personal communication, Dec 5, 2013).

Cost of Training

A successful employer apprentice relationship is dependent on a fiscal balance of

proportion. The apprentice employee accepts a decreased wage calculated from the average

wage of skilled trades-workers doing the same job (Department of Workforce Development,

n.d.; Helmer & Altstadt, 2013). WSI (2013) reports the cost of training, wages, and benefits for

an apprentice in a four to five year program can easily reach $200,000 or more. Employee

wages, travel, lodging, books and tuition expenses are costs burdened to the employer. The WSI

report identifies some of the benefits of the training arrangement.

Of course, apprentices’ labor is not without value, and their work contributions create

returns for the employer. In addition, as apprentices’ skills increase, their ability to do a

wider range of work on the jobsite, as well as be more productive and efficient, provides

employers with an increasing return on their investment. (Helmer & Altstadt, 2013, p. 12)

The WSI report authors expose the high price employers commit to when training an apprentice;

the investment in talent supports experimentation with flexible training options (Helmer &

Altstadt, 2013).

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A training method introduced in the early 2000s was patterned after a Western

European apprenticeship model (B.Harding, personal communication, Dec 5, 2013). The block

model provides a learning environment where:

the learner attends class for multiple days in a row;

training is affordable to the contractor with reduced travel expense;

the workload is attractive to the college due to a more steady predictable work load

for the instructor; and

the offering is desirable to the apprentice providing a predictable repetitive trip home

from the remote jobsite.

The WSI report identified experimenting with flexible training options as one of the

considerations of a new classroom option. Easing the challenges of working full time and raising

a family has employer benefits as well, learners feel motivated and valued by supportive work

environments. The WSI report also identified recognizing employer commitment as one of the

motivators for apprenticeship completion (Helmer & Altstadt, 2013).

Summary

The literature provides sufficient data on the acceptance and apprehension of adult

learners towards the learning management systems deployed in post-secondary education. There

is however, a lack of literature in the perception of apprenticeship specific users engaged in

eLearning. Studies of motivation and persistence as they relate directly to eLearning

management systems in apprenticeship are also lacking. Therefore, collecting additional

information from a survey of both voluntary and involuntary participants in apprentice eLearning

may give insight to the effectiveness in construction apprenticeship training programs.

26

Chapter III: Methodology

Fox Valley Technical College is the first technical college in Wisconsin to offer a block

scheduled, web-enhanced training experience. There is no data for a program of this type. The

purpose of the research was to analyze apprentice acceptance and engagement of the eLearning

components in the Northeast Wisconsin construction electrician apprenticeship. The researcher

developed a survey to collect data in the construction electrician apprenticeship program from

both voluntary and involuntary participants enrolled in the web-enhanced offering. Determining

apprentice inclination to participate in web-enhanced apprenticeship training is the intent of the

study. This chapter includes subject selection and description, instrumentation, data collection

procedures, data analysis, and limitations.

Subject Selection and Description

The sample and population were limited to construction electrician apprentices contracted

between 2007 and 2013 in the Northeast Wisconsin local area apprenticeship committee.

Apprentice participants reporting to this committee represent 35% of the total Wisconsin

construction apprentice learner population. The researcher used a non-probability convenience

sampling, a technique whereby not all members of a population have an equal chance to

participate. He utilized this type of sampling as the participants were readily available to the

researcher. All available apprentices studying in the Fox Valley Technical College (FVTC)

district received the survey. Participation in the survey was on a voluntary basis. The students

being surveyed were all adult apprentice learners with prior higher education and advanced

professional experience in the construction electricity career. The majority of the apprentice

learners attended the block scheduled program at the request of their training sponsor. These

apprentice learners interacted with a minimum of two, not to exceed three, different

27

apprenticeship instructors. The educational experience while enrolled is a combination of online

academic learning combined with hands-on lab based learning in face-to-face learning scheduled

on campus three times per semester. The online components are facilitated in a LMS called

Blackboard (Bb). Bb is available 24 hours per day, seven days a week with several scheduled

due dates for various assigned material. The apprentices progress through the material as a

cohort group. Apprentice learners indentured in the construction electricity trade benefit from

cooperative learning experiences where learners employed at different employers collectively

share OJT learning experiences as they relate to the PRI training materials.

Instrumentation

To gain a better understanding of the apprentice learners’ perceptions of the eLearning

components, the research included a 26-statement survey based on a review of existing literature

on perception of eLearning in adult learners. The researcher used Qualtrics survey software

featuring a six point Likert scale to develop the motivation and persistence in eLearning survey.

The researcher selected the six point Likert scale to collect the data in an effort to gauge the

participants attitudes and feelings in relation to respondents individual training situations. Two

open-ended questions were provided to allow respondents to expand on other aspects of

eLearning. The research survey aligned with the student perception model, where prior

education conditions, characteristics of students, and perceived characteristics of eLearning,

shape the learning paradigm (O'Malley & McCraw, 1999). For the purpose of this study the

survey instrument specifically was aligned with the Bb system utilized at FVTC. Web-

enhanced, eLearning and Bb are considered synonymous with on-line learning and distance

learning.

28

Figure 3. The O’Malley and McCraw student perception model.

Additional survey questions mimicked Tagoe’s review of several technology acceptance models;

learner belief influences attitude, which in turn, lead to learner intention to apply or use and

finally actual usage behaviors (Tagoe, 2012).

Demographic questions identified participation in different program models to the

extent of voluntary or mandatory participation in respondents’ apprenticeship training

methodologies.

Data Collection Procedures

The FVTC institutional review board (IRB), in agreement with UW-Stout IRB, approved

the survey instrument. Participants for the survey received a description of the research, a

consent form, and a link to access to an anonymous online survey and explained the survey

would take approximately five minutes to complete via email. The researcher advised apprentice

learners that their participation in this study was voluntary and their response was anonymous

and confidential. The results of the survey have no link to the respondent.

Data Analysis

Quantitative analysis of the survey results consisted of a Likert scale technique to score

the respondents statements. The researcher individually tabulated each response, then all

statements summed to get representation of the student’s attitude or perception. The scoring goes

29

up based on higher points for positive response.

Qualitative analysis techniques evaluated the open-ended questions. The researcher

sorted through the open-ended question responses and identified themes of support or dissent in

regards to Learning Management Systems (LMS) or Blackboard learning components.

Limitations

1) The survey is only an instrument to identify the needs of a specific group of

apprentice learners.

2) Timeliness of the intended respondents training schedules limited the consistent

uniform access to the survey instrument. Access to the survey was internet only to

participants. Not all participants had access to the internet while travelling for work.

3) The study surveyed learners in the northeast Wisconsin CEA, therefore results cannot

be generalized to other programs.

30

Chapter IV: Results

This chapter provides the results of the electronic research study sent to current students

in the CEA program. The survey intent was to gauge the perception of eLearning components

deployed in 2009. In Northeast Wisconsin apprentice training providers adopted a web-

enhanced block-learning model within the construction electricity training program. The

acceptance and engagement of the eLearning components implemented in a Blackboard based

LMS appears to vary among apprentices in Northeast Wisconsin. The research study provides

information pertaining to the study population and important issues for indentured apprentices in

the web-enhanced program.

Participants

Ninety apprentice learners received the link to an electronic survey. There was an

introduction letter attached to an email message describing the research. The research consisted

of 24 quantitative questions and two qualitative questions. There were 80 attempts at the survey

with one participant not completing the survey. The 79 participants that completed the survey

resulted in an 88% response rate.

Figure 4. Overview of participants in survey instrument.

31

Research Questions

The objective of the study was to examine student perception of the Blackboard elements.

The survey comprised of five subsets of questions focused towards important issues for

apprentices in the web enhanced Blackboard components.

The subsets of questions for this research tool were aligned with five parent themes:

1. What are the participant demographics?

2. What is student perception of computer usage in personal and professional roles?

3. What previous distance or online user ability does the participant possess?

4. Does the apprentice learner instructional preference correlate with their personal

learning preference?

5. What technology do apprentice learners want or appreciate in the classroom?

The researcher developed groups of several questions to address the five themes. The

theme of questions one through three, was to establish the situational attributes of the

participants. The theme of question four was to establish the dispositional attributes of the

participants. The final, or fifth, theme was a set of questions to establish the institutional

attributes of the participants.

Item Analysis

The first question established whether or not the apprentice was a required participant of

newly implemented Blackboard training components which is the purpose of this research

project. A no answer to question one routed the survey participant to the end of the instrument.

Nineteen survey respondents did not have Blackboard elements as part of their training

experience.

32

Participant Demographics

The first theme represented in the study, “What are the participant demographics?”.

correlated to survey questions two through seven, these questions collected demographic

information in regards to: employment, age, academic credit beyond grade 12 as well as

ownership and usage of computer technology. This set of questions determined 98% of

respondents were employed in the construction electrician trade with an average age of 26. Of

the continuing survey participants the majority (54%) of respondents (n=31) had pursued some

college credit beyond high school. The balance of these respondents had accumulated 11-20

credits beyond high school with 26% (n=14) compiling in excess of 31 credits. Establishing that

apprenticeship learners in Northeast Wisconsin are technologically prepared to embrace new

training models in apprenticeship delivery, situational barriers of not having a computer or not

having access to the internet are effectively eliminated.

Perception of Computer Usage

With computer based Blackboard components required in the new apprenticeship model,

the second theme represented, “What is student perception of computer usage in personal and

professional roles?”, a set of questions to identify apprentice learner’s logistical application,

computer product preference, and computer experience; including internet usage.

1. Do you own a computer?

2. Type of computer?

3. Experience with computers?

4. Internet Usage?

5. Percentage of internet usage, personal or professional?

It was determined that 100% of continuing survey respondents reported owning a

33

computer. Surprisingly 20% of respondents (n=11) considered a smart-phone a computer.

Respondents reported computer usage in excess of five years with 74% reported accessing the

internet several times daily for both personal and professional purposes (62% personal or social,

and 37% professional or academic). Respondents reported subscribed internet speed of two

megabits per second or higher.

Previous User Ability

The third theme, “What previous distance or online learner ability does the participant

possess?” of this study represented what the user’s previous ability with the program-required

computer technology. Indicators derived from questions 11, 13, and 14 provided the basis to

declare above average computer skill of the survey respondent. Survey results support computer

skills that are 70% of the ability of a computer expert.

6. Current status of computer skill?

7. Speed of subscribe internet access?

8. Previous web based experience: personal?

9. Previous web based experience: professional?

The survey demonstrated approximately 66% of apprentice learners had engaged in some form

of a web based Learning management system (n=39) for either a personal or professional

purpose.

Prior usage of internet for personal or non-apprenticeship purpose:

College Classes (outside of apprenticeship)

Personal hobbies (hunter safety, boater safety, ATV safety)

CPR First Aid

Various personal interest forums

34

Personal billing

Racing sanctioning bodies (various motorsports)

Youth clubs

Prior usage of internet for professional purpose:

Solar photovoltaic courses

Communicating with employer

Communicating with co workers

Associates degree, pursuit of Bachelor degree

OSHA training

National electrical code training

Instructional Preference

The fourth theme, “Does the apprentice-learners instructional preference correlate with

their personal learning preference?” in this study represented, what does the learner want in the

training program. Indicators derived from questions 15, 16, 17, 18, 19, and 20 aligned with the

perception of learning and earning a grade.

Previous sections of the survey addressed instrument elements of student, computer

competence, internet accessibility, and general acceptance of computer technology. In this

section of the survey questions of instructional preference are presented:

10. Web learning is more effective?

11. With traditional and web-enhanced I learn better?

12. Prefer Blackboard elements to traditional?

13. I can learn the same amount in a Blackboard supported course?

14. Can earn the same grade in a Blackboard supported course?

35

Lack of ability with technology and poorly designed training experiences can impact learner

desire to participate. Sub-question set or theme number four juxtaposes perceived learning with

learning effectiveness. Sixty-two percent of respondents (n=38) disagreed with a statement that

“web-enhanced course work is more effective than traditional apprenticeship course work.”

Only 38% of learners (n=18) somewhat agreed they could learn better in web-enhanced

coursework as compared to traditional training methodologies (question 16). When the question

of whether the learner preferred Blackboard courses to traditional course was presented (question

17), 41% (n=23) disagreed or strongly disagreed, while 26% agreed (n=14) with one learner

strongly agreeing. A strong inclination to indifference was evident with 28% of the learners

neither agreeing nor disagreeing (n=16) see Table 4.

36

Table 4

In a course with both web enhanced and traditional methodologies, I learn better through the

web enhance portion.

# of responses Mean Standard Deviation Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree

3 17 24 10

Total 54 2.64 1.26

Completing the theme of learner’s dispositional preference was a question about the

perception of the amount possible to learn in Blackboard courses compared to traditional

apprenticeship courses. Fifty-three percent of the response either disagreed or strongly disagreed

with the amount possible to learn in Blackboard supported apprenticeship training course. Table

5 demonstrates the overall perception of the apprentice learner instructional preference does not

correlate with their personal learning preference.

Table 5

I prefer Blackboard supported courses to traditional courses.

# of responses Mean Standard Deviation Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

1 14 16 17 6

Total 54 2.76 1.03

Overall, this section of the survey supported the learners dispositional attributes of Blackboard

training elements is not appealing to apprentice learners. Apprentice learners are using computer

technology daily both personally and professionally. The apprentice learners are using LMS

37

systems personally and professionally. The responses to this section of the survey did not

significantly support apprentice preference towards Blackboard elements in their career training.

Classroom Technology Preference

The last theme of this study identified: “What technology do apprentice learners want or

appreciate in the classroom?” Learners in the Blackboard supported courses clearly did not

support the LMS as a desirable learning environment. The survey asked questions to determine if

the mode of instruction or the LMS system itself lacks support.

20. Is learning to use Blackboard easy?

21. It is easy to become skillful at using Backboard?

22. Is Blackboard user friendly?

23. Is Blackboard a good format for organizing class material?

24. Has previous experience in on-line or web-enhanced environments prepared me for

eLearning?

When asked questions specific to the application and operation of Blackboard,

apprentice learners were in agreement that is easy to learn to use; 88% agreed or strongly agreed

(n=49). Seventy-five percent positively supported the ability of Blackboard training elements to

promote skill development (n=42). Eighty-five percent of the respondents agreed or strongly

agreed (n=48) that Blackboard is a good format for organizing class materials Question 24 asked

the respondents if previous on-line or web enhanced environments had prepared them for

eLearning in the apprenticeship courses and 70% (n=39) agreed or strongly agreed.

The last component of this sub-question asked the respondents if they participate in the web

enhanced models of apprenticeship learning as a condition of their contract. The input

significantly supports 71% contract mandated participation in the Blackboard elements (n=40).

38

Ninety-one percent (n=54) of survey respondents are satisfied or very satisfied with the paid

related training at FVTC.

Table 6

How satisfied are you with the paid-related instruction received at FVTC?

# of responses Mean Standard Deviation Very satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Very dissatisfied

18 33 3

Total 54 4.24 .64

Summary

The research indicates apprentice learners are able to use computer technology to a

competent level. The apprentice learners are able to combine computing technology with

applicable internet access to accomplish both personal and professional tasks at advanced levels.

Students have a negative belief in regards to: effectiveness of, amount learned in, and ability to

earn a satisfactory grade in an eLearning based apprenticeship training model.

Learners prefer a Blackboard supported learning environment. Students report; the Bb

product is easy to use, promotes skill development, is user friendly, and the format is good for

organizing class materials. Students reported participation in the Bb supported web-enhanced

learning model as a required element in their paid related instruction.

39

Chapter V: Discussion

WTCS apprenticeship programs provide valuable training programs for contractors and

manufactures in the state of Wisconsin. Since 1911, employed workers have attended training

experiences shaped in unison by three active partners; department of workforce development,

bureau of apprenticeship standards, and their company sponsor. Work-based learning with

instructor-led training is a well-documented training model; recent change in construction

electricity apprenticeship in Northeast Wisconsin provided an opportunity to review the

apprenticeship program.

Purpose and Objectives

The primary purpose of this study was to analyze student perceptions of a web enhanced

apprenticeship model implemented into the construction electricity apprenticeship. In 2009,

Northeast Wisconsin apprentice training providers adopted a web-enhanced, block learning

model within the construction electricity apprentice training program in Northeast Wisconsin.

The acceptance and engagement of the apprentice eLearning components appears to vary among

the apprentices. The objective of the study sought to examine student perception of the

eLearning elements deployed in Northeast Wisconsin.

Data Collection

An electronic invite (Appendix A) was sent to all construction apprentice electrician

apprentices attending their PRI at FVTC. The invite requested completion of an electronic

survey (Appendix D). Also included was a statement of implied consent (Appendix B)

indicating the survey tool met the FVTC and UW Stout IRB protocol (Appendix C). Survey

questions related to themes of:

Apprentice computing product preference

40

Perception and application of technology for personal and professional purpose

Would user ability inhibit participation in web-enhanced training?

Does learner instructional preference correlate with their personal learning

preference?

What technology do apprentice learners want or appreciate in the classroom?

These themes corresponded to actionable objectives:

Identify the participants prior educational experiences

Identify apprentice engagement for computer preference

Determine learner generational characteristics

Determine learner instructional preference

Identify classroom technology preference for apprentice learners

Limitations of the Study

1. The study did not include a sample of all the apprentices in the participating schools

in Northeast Wisconsin. The results were limited to the opinions and responses from

participants’ active and attending Fox Valley Technical College.

2. The study was a one-time survey of a five-year training experience. This one-time

event likely created a regional snap shot that may or may not be consistent with an

economic recovery that could shift the workforce back to a localized work PRI

setting.

3. The study required volunteer participants who receive pay to attend their training

experience. The researcher was not able to identify real or perceived bias in regards

to how compensation affected results.

41

Although there are limitations due to no other program offering a web-enhanced

eLearning construction electrician apprenticeship program. The results of this research effort

will provide future data for implementation of new programs in addition to validating the current

web-enhanced apprenticeship offered.

Conclusions

Training models in CEA continually evolve. The current apprentice training experience

utilized in FVTC is a block-scheduled apprenticeship model. The construction contractors in

Northeast Wisconsin liked the model as it reduced travel. In an effort to increase retention and

further reduce training cost, trainers designed a web-enhanced training experience. The

published literature on eLearning suggests that adult learners prefer online learning. Contractors

saw potential to deploy the eLearning elements and reduce cost for travel and per diem for

apprentice learners. The Blackboard enhanced training had the potential to meet the needs of

both learners and contractors alike.

Sometimes the technology or the inability to utilize the computing technology is the

barrier to learning. The results of the study identified the computing demographic of these non-

traditional kinesthetic learners. The researcher evaluated the apprentice learner’s logistical usage

of the internet and varying experience levels. Indicators such as the computing product they

employed to use the internet for personal and professional tasks provided insight to the learner’s

situational ability to navigate the web. Apprentices reported being on the internet several times

per day. Apprentice learners have five or more years of consistent computer use. The research

project revealed, and learner’s survey input supported, that apprentices had the computer and the

ability to navigate the internet to a proficient level. The research could not support the fact that

computer use and internet access are situational barriers.

42

Apprentice learners, like adult learners, indicated that involvement in, and planning of,

the learning experience is important. Furthermore, Blackboard excelled at providing this desired

structure. Knowledge that provides immediate relevance and positive impact to their job or

personal life was most interesting to the adult apprentices. Learners perceived Blackboard

components enable the learner to earn the same grade. However, learners consider the

technology not as effective as the traditional methodology in the area of amount learned. Survey

respondents simply did not prefer to be trained in a web enhanced learning environment.

In summary, the survey results significantly supported overall satisfaction with the

FVTC apprenticeship-training program, including the Blackboard supported structure and

organization of the apprenticeship program. The preferred training is instructor-led traditional

synchronous instruction. Research did not support the asynchronous deliver of training content

via Blackboard as a preferred element for training.

Recommendations

This study supports the following recommendations:

1. Continue to utilize Bb elements in the CEA training program in the Northeast

region of WTCS. A variety of training techniques and training methodology will

benefit the contractors and adult apprentice learners.

2. Instructors and program directors should utilize accepted organizational

development strategy to introduce new apprenticeship training modality, and

account for learner interactions and coursework techniques shall ensure all

students learning styles.

3. More questions that are open-ended could be included into the survey instrument

to enable respondents to communicate their individual training preferences. A

43

second tier of questioning to expand on each of the research objectives could also

be included. Example: “In what ways did your employer prepare you for

participation in the Blackboard elements of the apprenticeship training?”, and

“What elements of the apprenticeship training could be applied directly to the

OJT learning experience?”

This research project provided a good basis to continue research in the area of CEA

completion rates. Comparing traditional apprentice learner’s state credentialing pass/fail rates

against web-enhance block-scheduled pass fail rates would yield usable data in regards to

training effectiveness.

44

References

Christman, S. (2012, September). Preparing for success through apprenticeship. Technology

and engineering teach, 22-28.

Department of Workforce Development. (n.d.). Apprenticeship in Wisconsin: Fullfilling the

needs of industry. Madison, WI: Department of Workforce Development.

Dierdorff, E. C., & Surface, E. A. (2008). Asssessing training needs: Do work experience and

capacity matter? Human performance, 28-48.

Gal, E., & Nachmias, R. (2011, September). Online learning and performance support in

organizational environments using performance support platforms. Performance

Improvement, 25-32.

Harris, R., Bolander, K., Lebrun, M., Docq, F., & Bouvy, M. (2004, April). Linking performance

of control and signs of engagement in the process and content of collaboarative

eLearning. Retrieved from http://www.networkedlearningconference.org.uk/past/nlc2004

/proceedings/symposia/symposium10/harris_et_al.htm

Helmer, M., & Altstadt, D. (2013). Apprenticeship completion and cancellation in the buildinig

trades.Washington, D.C: Aspen Institute.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The Adult Learner. Burlington, MA:

Butterworth - Heinemann.

Lerman, R. I. (2013). Employer-led training in the United States: Lessons form the OECD.

Washington, D.C: American University and Urban Institute.

Lerman, R. I., Eyster, L., & Chambers, K. (2009). The benefits and challenges of registered

Apprenticeship. Washington, D.C: The Urban Institute.

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Little, b. (2011, March). The rising popularity of mobile learning southern Europe. eLearn

Magazine, 19-20.

Manocheri, N., & Sharif, K. (2010). A Model-Based Investigation of Learner Attitude towards

Recently Introduced Classroom Technology. Journal of Information Technology

Education, 9, 31-52.

O'Malley, J., & McCraw, H. (1999). Students Perceptions of distance learning, online learning

and the traditional classroom. Carrollton, GA: State University of West Georgia.

Research, N. B. (2010, April 13). Determination of the December 2007 peak in economic

activity. Retrieved from http://www.nber.org/dec2008.pdf

Richard, D. (2012). The Richard review of apprenticeships. London: School of Start Ups.

Russell, J. S. (1999). The significance and value of labor. Journal of management and

engineering, 3.

Tagoe, M. (2012). Students' perceptions on incorporating e-learning into teaching and learning at

the University of Ghana. International Journal of Education and Development using

information and Communication Technology 8(1), 91-103.

Tyler-Smith, K. (2006). Early attrition among first time elearners. Journal of Online Learning

and Teaching. Retrieved from http://jolt.merlot.org/vol2no2/tyler-smith.htm

Uwakweh, B. O. (2006, May). Motivation Climate of Construction Apprentice. Journal of

construction engineering and management, 525-532.

Walker, G. S. (2013, November 14th). Governor. (T. Evenson, Interviewer)

Wisconsin Technical College System. (2012). 2009-10 apprenticeship completer report.

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_report_2008_09.pdf

46

Appendix A: Survey Invite Letter

University of Wisconsin – Stout Menomonie, WI 54751

March 19, 2014

Dear: (apprentice learner)

You are invited to participate in this study about perception of eLearning in construction

electrician apprenticeship in Northeast Wisconsin. I am inviting you to participate in this research study because you are enrolled in the construction electrician apprenticeship in Northeast Wisconsin.

This research is part of a thesis project by Michael Merbach, MS in Training and Human Resource Development student at UW-Stout. This study involves the completion of a brief survey about your student experiences while participating in the eLearning components of your training program. It will take approximately 20 minutes to complete.

The purpose of this study is to improve the apprenticeship program as well as validate the program to use as a guide for future implementation of other programs. This survey is being sent to approximately 40 students. I would greatly appreciate your cooperation in completing the survey. Completing the survey is voluntary, and your responses are strictly confidential.

Attached is the consent to participate in the research study. Please read this prior to completing the online survey. Listed below is a link to the online survey form for completion. Please complete the survey by April 1st, 2014.

If you have any questions about this research, please contact me or the research advisor for this study. We would be happy to answer any questions you might have.

“This research has been reviewed by the UW-Stout IRB as required by the Code of Federal Regulations Title 45 Part 46.”

https://uwstout.qualtrics.com/SE/?SID=SV_1Ldk7ruiVsozZS5

Sincerely,

Michael Merbach Wendy Dittmann, EdD

Research Investigator Research Advisor

(920)996-2875 (715)232-1372

Merbachm2007@my.uwstout.edu dittmannw@uwstout.edu

47

Appendix B: Implied Consent Letter

UW-Stout Implied Consent Statement for Research Involving Human Subjects

Consent to Participate In UW-Stout Approved Research

Title: Perception of eLearning in construction electrician apprenticeship in Northeast

Wisconsin

Investigator: Research Advisor:

Michael Merbach Wendy Dittmann, EdD

(920)996-2875 (715)232-1372

merbachm2007@my.uwstout.edu dittmannw@uwstout.edu

Description:

This is a research study. I am inviting you to participate in this research study because

you are enrolled in the construction electrician apprenticeship in Northeast Wisconsin. The

purpose of this research is to analyze student perceptions of the eLearning components of the

construction electrician program. The study will serve to improve and validate the program as

well as provide data for implementation of new programs. Approximately 40 people will take

part in this study. If you agree to take part in this study, your involvement will only last for

approximately 20 minutes. You will be asked to complete a brief survey packet which contains

questions with rating scales as well as open-ended questions to allow for personal

comments/feedback.

Risks and Benefits:

There are no foreseeable risks to participate in this study. You may not benefit personally

from being in this study. However, it is hopeful that, in the future, other people might benefit

from this study because it will assist in improving the apprenticeship program and also serve as a

48

guide for future programs.

Time Commitment and Payment:

The time commitment for completing the survey is approximately 20 minutes. There is

no cost for being in this study. You will not be paid for being in this research study.

Confidentiality:

It will be impossible to link responses to individuals. Your participation in this research

study is confidential to the extent permitted by law. However, it is possible that other people may

become aware of your participation in the study. For example, federal government regulatory

agencies and the University of Wisconsin – Stout Institutional Review Board (a committee that

reviews and approves research studies) may inspect and copy records pertaining to this research.

If a report or article is written about this study, we will describe study results in a summarized

manner so that you cannot be identified.

Right to Withdraw:

Your participation in this study is entirely voluntary. You may choose not to participate

without any adverse consequences to you. Should you choose to participate and later wish to

withdraw from the study, you may discontinue your participation at this time without incurring

adverse consequences.

IRB Approval:

This study has been reviewed and approved by The University of Wisconsin-Stout's

Institutional Review Board (IRB). The IRB has determined that this study meets the ethical

obligations required by federal law and University policies. If you have questions or concerns

regarding this study please contact the Investigator or Advisor. If you have any questions,

concerns, or reports regarding your rights as a research subject, please contact the IRB

49

Administrator.

Investigator: IRB Administrator:

Michael Merbach Sue Foxwell, Research Services (920)996-2875 152 Vocational Rehabilitation Bldg. Merbachm2007@my.uwstout.edu Menomonie, WI 54751 715-232-2477 Advisor: foxwells@uwstout.edu Wendy Dittmann, EdD (715)232-1372 dittmannw@uwstout.edu FVTC Director of College

Effectiveness: Dr. Patti Frohrib Frohrib@fvtc.edu Statement of Consent:

By completing the online survey; you understand the study described above, are 18 years

of age, and agree to participate in the project entitled, Perception of eLearning in construction

electrician apprenticeship in Northeast Wisconsin.

50

Appendix C: Fox Valley Technical College IRB approval

March 12, 2014

Michael Merbach Fox Valley Technical College 1825 N. Blue mound Dr. P.O. Box 2277 Appleton, WI 54912-2277 Dear Mr. Merbach:

Enclosed please find the approved expedited review from the Fox Valley Technical

College Institutional Review Board for your research entitled “Perception of eLearning in

construction electrician apprenticeship in Northeast Wisconsin”.

This exempt research is subject to the FVTC IRB regulations including the provision that

a continuing review of the project be conducted at the one year anniversary date of the project

approval. You will be contacted to submit this information to the IRB Board Meeting that occurs

prior to the anniversary date. Failure to submit the continuing review information will require

any research involving FVTC to cease until approval is secured. If the research project concludes

prior to the project approval anniversary date, please submit the research abstract with the

findings of the research to the IRB Chair in order to properly close the project from the IRB open

projects roster.

Please contact me if you have any questions during the course of your research with

FVTC students. Good luck with your research project.

Sincerely, Patricia B. Frohrib, Ph.D. Director of College Effectiveness FVTC IRB Chair

51

Appendix D: Perception of eLearning Survey Instrument

Q1

Dear [Construction Electricity Apprentice] you are invited to participate in this study

about perception of eLearning in construction electrician apprenticeship in Northeast Wisconsin.

I am inviting you to participate in this research study because you are enrolled in the construction

electrician apprenticeship in Northeast Wisconsin. This research is part of a thesis project by

Michael Merbach, MS in Training and Human Resource Development student at UW-Stout. This

study involves the completion of a brief survey about your student experiences while

participating in the eLearning components of your training program. It will take approximately

10 minutes to complete. The purpose of this study is to improve the apprenticeship program as

well as validate the program to use as a guide for future implementation of other programs. This

survey is being sent to approximately 40 students. I would greatly appreciate your cooperation

in completing the survey. Completing the survey is voluntary, your responses are strictly

confidential. “This research has been reviewed by the UW-Stout IRB as required by the Code of

Federal Regulations Title 45 Part 46.” By clicking on this survey you agree to participate in the

“perception of eLearning in construction electrician apprenticeship in Northeast Wisconsin.”

You may stop participation at any time and cancel out of the survey. Sincerely, Michael

Merbach

Q2 Blackboard components are part of my apprenticeship experience.

yes (1)

No (2)

If No Is Selected, Then Skip to End of Survey

52

Q3 Employment condition.

Employed Not Employed

Which of the following best describes your

current employment

status?

In the trade (1) Not in the trade (2)

Seeking Employment

(1)

Not available for

employment (2)

Not available other (3)

Q4 which best describes your age?

18-23 (1)

24-29 (2)

30-35 (3)

36-40 (4)

41+ (5)

Q5 Please indicate number of credits earned beyond high-school.

0-10 (1)

11-20 (2)

21-30 (3)

31+ (4)

Q6 Do you own a computer?

Yes (1)

No (2)

Q7 Type of computer you own or use most often.

Desktop (1)

Laptop (2)

Note book or pad (3)

53

Smart phone (4)

Q8 how long have you been using computers?

Less than one year (1)

1-4 years (2)

5 Years or more (3)

Q9 Please indicate how often you access the Internet.

Several times a day (1)

Once a day (2)

Few times a week (3)

few times a month (4)

Rarely (5)

Q10 Percentage of time for Internet access is:

______ Personal or social experiences (1)

______ Professional or academic purposes. (2)

Q11 Current status of computer ability

______ please adjust the bar to your level of computer ability (1)

Q12 Computer service

______ please adjust the bar to the level of internet speed you subscribe to. (1)

Q13 Please describe any previous Personal Blackboard or web based experiences you

have participated in. (Hunter, boater or snowmobile safety, first aid, CPR) including social

media such as: Micro blogging, and community forums.

Q14 Please describe any previous Professional Blackboard or web based procedures or

54

experiences you have participated in. OSHA training, CDL, or vendor specific training.

Q15

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

Web enhanced course work is more effective

than traditional methodologies. (1)

Q16

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

In a course with both web

enhanced and traditional

methodologies, I learn better

through the web enhanced portion.

(1)

Q17

Strongly Disagree (1)

Somewhat Disagree (2)

Neither Agree or Disagree (3)

Somewhat Agree (4)

Strongly Agree (5)

I prefer Blackboard supported courses to traditional

courses. (1)

Q18

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

I believe that I can learn the same amount in a Blackboard supported

course as in a traditional course. (1)

Q19

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

55

I believe that I can earn the same grade in

a Blackboard supported course as in a traditional course.

(1)

Q20

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

Learning to use Blackboard was easy for me. (1)

Q21

Strongly Disagree

(1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

It is easy to become skillful at using the

Blackboard elements. Blackboard promotes skill

development. (1)

Q22

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

Blackboard is user friendly (1)

Q23

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

Blackboard is a good format for organizing class

material and assignments. (1)

Q24

56

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

Previous experience in on-line or web enhanced

environments has prepared me for eLearning in my

apprenticeship courses. (1)

Q25

Strongly Disagree (1)

Somewhat Disagree (2)

Somewhat Agree (4)

Strongly Agree (5)

I participate in web enhanced

models as a condition of my

contract. (1)

Q26

Very Unsatisfied

(1)

Unsatisfied (2)

N/A (3) Satisfied (4) Very Satisfied (5)

How satisfied are you with the paid-related instruction received at FVTC?

(1)

57

Appendix E: Survey Analysis

Research Objectives

Survey Statements

Sub-question (1)

Sub-question (2)

Sub-question (3)

Sub-question (4)

Sub-question (5)

1) Bb component are part of my training?

2) Are you employed

3) Age 4) Credits beyond high-school Situational

5) Own a computer

6) Type of computer

7) How long using computer

8) Internet access 9) Internet usage personal

10) Professional 11) Computer

ability 12) Internet

speed 13) Previous

internet personal training Institutional

Identify the participant’s prior educational experiences?

X

X

X X

X

X X

X X

X

X

Identify apprentice engagement for computer preference

X

X

X X

X X

X

X

X

X

Determine learner generational characteristics

X X

X

X

X

Determine learner instructional preference.

Identify classroom technology preference for apprentice learner.

58

14) Previous internet professional training

15) Web is more effective

16) Learn better through web

17) Prefer Bb to traditional

18) Learn the same amount

19) Earn the same grade

20) Bb was easy to learn Dispositional

21) Bb promotes

skill development

22) Bb is user friendly

23) Bb is a good format to organize

24) Previous experience prepared me

25) Participation is contract mandated

26) Satisfied with training at FVTC

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X