抄録
This study aims to evaluate how trainees’ satisfaction levels with technical training courses in in-house education were influenced by comprehension, goal achievement, and training design factors: difficulty, trainer’s teaching methods, training materials, and amount of training. Covariance structure analysis was conducted on questionnaire responses from approximately 16,000 trainees in training courses, which were categorized into lecture and practical training types, in comparison of face-to-face classes with online classes. The analysis revealed that goal achievement significantly influenced trainees’ satisfaction, while comprehension had an indirect effect on satisfaction through goal achievement. The influence of training design factors on satisfaction, comprehension, and goal achievement significantly varied between training types. In particular, the difficulty did not significantly affect comprehension in online lecture-type training. These findings suggest that the subjective difficulties experienced by trainees in online classes may differ from those experienced in face-to-face classes.
