Mining is one of the world’s most dangerous jobs accounting for an estimated 12,000 deaths each year. In Australia, there were 18 fatalities recorded for 2008–09, a substantial increase from the previous year of 4 fatalities. As a result of this increase the Mining Industry recorded the third highest fatality rate in Australia. According to Australian Occupational Health and Safety Legislation, safety training for mine workers is compulsory and they cannot carry out any task at a mine site unless they have completed induction training. The regulation provides a general outline of the information to be covered in training, though does not specify duration or mode of delivery. Online training programs in the mining industry are becoming more popular with the most common uses for eLearning being induction and regulatory training as the internet provides a highly costeffective way to deliver information pertaining to regulatory requirements. Compliance to the regulatory requirements is a key driver for developers of online training however the quality of instruction for online training programs varies greatly among organisations. Many companies focus on the technological aspects of their online learning programs and not the adult learning theories which underpin effective design. Without effective instructional design, courses delivered online may negatively impact learners’understanding and performance. This paper focuses on mine workers’ level of perceived satisfaction with an online site safety induction program. The research approach used an interpretivist theoretical framework with mixed methods used to collect and analyse data. In this paper only the quantitative information will be reported and will focus on participants perceptions regarding any barriers to learning via the online induction program. Preliminary analysis of the data indicates that the main barriers were lack of computer skills and access to trainer support and that learner competency and motivation could impact significantly on participants willingness and/or ability to learn. The outcomes of this research provides valuable information regarding what factors contribute to the effectiveness of the online safety induction program, and highlights barriers which impede workers’ learning.
7th International Conference on e-Learning ICEL-2012, Hong Kong 21-22 June 2012
Proceedings of the 7th International Conference on eLearning / Paul Lam (ed): pp.177-184