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Organizations continue to use technology to train and share information. This study focused specifically on how trainers and trainees interact in the mediated Web conference training context. Using the rhetorical and relational goal theory of instructional communication, this 2×2 experimental study tested the effects of trainer-controlled and trainee-controlled interactivity on instructional outcomes that benefit trainers and trainees. It was hypothesized that trainer and trainee-initiated and controlled interactivity would enhance trainee learning (H1) and satisfaction with the Web conference training program (H2). These hypotheses were not supported. It was also hypothesized that trainer-controlled interactivity would enhance trainee perceptions of the trainer's credibility (H3). This hypothesis was supported with the caring dimension of credibility being most impacted when trainers allowed their trainees to interact with one another.
Stephens et al. (Tue,) studied this question.