Online learning has motivated by the need to enhance the accessible the quality education especially by employees who further their study in the higher learning program. This article focuses on evaluating the active participation of the online training based on the elements of Kirkpatrick training evaluation model that posits a relationship between the elements of satisfaction, learning, behavior, and impact. Data in Evaluation phase of the fourth ADDIE model phase; presented through the engagement measurement, intrinsic levels of effectiveness together with sample testimonies from the participants using focus group reflection were presented. Our finding provides the evidence that online training has a positive reaction lead on satisfaction towards the training where participant benefited the animated & recording video and also the aspect of the user-friendly platform. Participant seems having a positive behavioral change towards the online training due to gaining new knowledge that can apply in their daily working activity. Study also suggest the percentage of completion for reporting. Result considered being useful to measure the active participant engagement within the online employees training context via Massive Open Online Courses (MOOC).
Ayub, E., Wei, G. W., & Yue, W. S. (2017). Exploring Factors Affecting Learners' Acceptance of MOOCs Based on Kirkpatrick's Model. In Proceedings of the 8th International Conference on E-Education, E-Business, E-Management and E-Learning (pp. 34-39). ACM.
AlDahdouh, A., Osorio, A., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. International journal of instructional technology and distance learning, 12(10).
Calvo, S., Morales, A., & Wade, J. (2019). The use of MOOCs in social enterprise education: An evaluation of a North–South collaborative FutureLearn program. Journal of Small Business & Entrepreneurship, 31(3), 201-223.
Carrick, R. (2018, July 09). Why it's not your fault it's so hard to understand investing. Retrieved August 2, 2019, from
https://www.theglobeandmail.com/investing/personal-finance/article-why-its-not-your-fault-its-so-hard-to-understand-investing/
Chen, H. J., & Kao, C. H. (2012). Empirical validation of the importance of employees' learning motivation for workplace e-learning in Taiwanese organisations. Australasian Journal of Educational Technology, 28(4).
Chiu, T. K., & Hew, T. K. (2018). Factors influencing peer learning and performance in MOOC asynchronous online discussion forum. Australasian Journal of Educational Technology, 34(4).
Earl, L., & Katz, S. 2006. Rethinking classroom assessment with purpose in mind. Winnipeg, Manitoba: Western Northern Canadian Protocol 55-60.
Gandomkar, R. (2018). Comparing Kirkpatrick’s original and new model with CIPP evaluation model. Journal of advances in medical education & professionalism, 6(2), 94-95.
Gitman, L. J., Juchau, R., & Flanagan, J. 2015. Principles of Managerial Finance. Pearson Higher Education AU
Grohmann, A., & Kauffeld, S. 2013. Evaluating training programs: development and correlates of the Questionnaire for Professional Training Evaluation. International Journal of Training and Development 17(2): 135-155.
Grover, G., Heck, J., & Heck, N. (2009). Pretest in an introductory finance course: Value added?. Journal of Education for Business, 85(2), 64-67.
Grunwald, S., & Reddy, K. R. (2007). Concept guide on reusable learning objects with application to soil, water and environmental sciences. Gainesville.
Hammond, M. (1999). Issues associated with participation in on line forums—the case of the communicative learner. Education and Information Technologies, 4(4), 353-367.
Hamdan, F., Nordin, N., & Khalid, F. (2019). Understanding the Employees Acceptance on Online Training for Basic Managerial Finance. Creative Education, 10(6), 1305-1316.
Hanell, F. (2018). What is the ‘problem’that digital competence in Swedish teacher education is meant to solve?. Nordic Journal of Digital Literacy, 13(03), 137-151.
Holtschneider, M. E., & Park, C. W. (2019). Evaluating Simulation Education in the Workplace: Kirkpatrick’s Levels and Beyond. Journal for nurses in professional development, 35(1), 44-45.
Hopkins, J., Fassiotto, M., Ku, M. C., Mammo, D., & Valantine, H. (2018). Designing a physician leadership development program based on effective models of physician education. Health care management review.
Huang, J. L., Blume, B. D., Ford, J. K., & Baldwin, T. T. (2015). A tale of two transfers: Disentangling maximum and typical transfer and their respective predictors. Journal of Business and Psychology, 30(4), 709.
Jesse, R. (2013). Mobile authoring of open educational resources as reusable learning objects. The International Review of Research in Open and Distributed Learning, 14(2), 28-52.
Khan, S., & Khan, R. A. (2019). Online assessments: Exploring perspectives of university students. Education and Information Technologies, 24(1), 661-677.
Kirkpatrick, D. L. (1994). Evaluating training programs. San Francisco, CA: Berrett-Koehler Publishers.
Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19-38.
Kourieos, S. (2016). Video-mediated microteaching–A stimulus for reflection and teacher growth. Australian Journal of Teacher Education, 41(1), 4.
McGarr, O. & McDonagh, A. (2019) Digital Competence in Teacher Education. Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. https://dicte.oslomet.no/
Marriott, P., Tan, S. M., & Marriott, N. (2015). Experiential learning–A case study of the use of computerised stock market trading simulation in finance education. Accounting Education, 24(6), 480-497.
Muslimin, M. S., Nordin, N. M., Mansor, A. Z., Ismail, I. M., & Hamdan, F. (2018). Application of Learning Theories in Design and Development of the Mobile Application for Microeconomics Course. Advanced Science Letters, 24(4), 2475-2479.
Nordin, N., Norman, H., & Hamdan, F. (2018). Quality education with instructional design via massive open online courses. Advanced Science Letters, 24(4), 2541-2545.
Norman, H., Nordin, N., Yunus, M. M., & Ally, M. (2018). Instructional Design of Blended Learning with MOOCs and Social Network Analysis. Advanced Science Letters, 24(11), 7952-7955.
Norman, H., Nordin, N., Yunus, M. M., Hashim, H., & Adnan, N. H. (2019). Retention 16 Rates in MOOCs. The Impact of MOOCs on Distance Education in Malaysia and Beyond, 38, 196.
Paull, M., Whitsed, C., & Girardi, A. (2016). Applying the Kirkpatrick model: Evaluating an'interaction for learning framework'curriculum intervention. Issues in Educational Research, 26(3), 490.
Peeraer, J., & Van Petegem, P. (2012). The limits of programmed professional development on integration of information and communication technology in education. Australasian Journal of Educational Technology, 28(6).
Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005-1021.
Phillips, V. (2003). Keeping e-learning going: Motivating and retaining e-learners. The AMA guide to e-learning, 337-352.
Rahimi, E., Henze, I., Hermans, F., & Barendsen, E. (2018). Investigating the Pedagogical Content Knowledge of Teachers Attending a MOOC on Scratch Programming. In International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (pp. 180-193). Springer, Cham.
Ramirez-Montoya, M. S., Mena, J., & Rodriguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course. Computers in Human Behavior, 77, 356-364.
Rufer, R., & Adams, R. H. (2013). Deep learning through reusable learning objects in an MBA program. Journal of Educational Technology Systems, 42(2), 107-120.
Seethamraju, R. (2014). Effectiveness of using online discussion forum for case study analysis. Education Research International, 2014. http://dx.doi.org/10.1155/2014/589860
Sinclair, J., Boyatt, R., Rocks, C., and Joy, M. (2015). Massive Open Online Courses: A Review of Usage and Evaluation. International Journal Learning Technology, 10(1): 71-93.
Vihtelic, J. L. (1996). Personal finance: An alternative approach to teaching undergraduate finance. Financial Services Review, 5(2), 119-131.
Wilkinson, J. (2018). Percentage Completion (POC) Method: Percentage Completion (POC) Method Formula. Retrieved August 14, 2019, from
https://strategiccfo.com/percentage-completion-poc-method/
Yang, Y., & Cornelious, L. (2004). Ensuring Quality in Online Education Instruction: What Instructors Should Know?. Association for Educational Communications and Technology.
