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Differences in Learning Preferences ...

Kriegel, Jessica.

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Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-based Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-based Learning./
作者:	Kriegel, Jessica.
面頁冊數:	118 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557195
ISBN:	9781303001000

Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-based Learning.
Kriegel, Jessica.

Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-based Learning. - 118 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ed.D.)--Drexel University, 2013.

This item must not be sold to any third party vendors.

In today's global and high-tech economy, the primary contributing factor to sustainable competitive advantage is the strategic development of employees, an organization's only unique asset. However, with four generations actively present in the workforce and the proliferation of web-based learning as a key method for developing employees, corporate training has not kept pace with the needs of the 21st-century, generationally diverse employee population. This study used a quantitative and descriptive methodology to investigate differences in learning style preferences of the various generational cohorts.

ISBN: 9781303001000Subjects--Topical Terms:

3172279
Instructional design.

Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-based Learning.
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245 1 0 $a Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-based Learning.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Salvatore Falletta.
502 $a Thesis (Ed.D.)--Drexel University, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a In today's global and high-tech economy, the primary contributing factor to sustainable competitive advantage is the strategic development of employees, an organization's only unique asset. However, with four generations actively present in the workforce and the proliferation of web-based learning as a key method for developing employees, corporate training has not kept pace with the needs of the 21st-century, generationally diverse employee population. This study used a quantitative and descriptive methodology to investigate differences in learning style preferences of the various generational cohorts.
520 $a Three streams of literature informed this research including generational differences in learning preferences, existing and emerging technologies and learning activities in web-based training, and how learning style preferences can inform effective instructional design. A sample population of management employees at a publically traded railroad organization were asked to complete the Felder-Soloman Index of Learning Styles to identify their learning style preferences and to identify their preferred learning activities.
520 $a The research study showed insignificant differences in learning style preferences of the different generations. In addition, there were insignificant differences in learning activity preferences. The results also showed learning styles corresponded closely with learning activity preferences. Surprisingly, there was a lack of interest in learning with Web 2.0 technologies, such as social media forums or twitter-like environments. This was particularly unexpected as it pertains to Millennials, who are typically known as the techno-generation.
520 $a The key research question from this study was how can instructional design for web-based learning be optimized to address the learning style preferences of a generationally diverse workforce? The recommendation is that each student population be surveyed regarding learning style preferences and learning activity preferences before designing curriculum. Popular literature indicates that Web 2.0 technology is the future of learning and each generation has unique learning needs; however, this was not the case for this particular student population. As such, the stereotypes of generations in popular literature and the predictions of future learning trends should be considered carefully before creating new learning environments. Instructional designers should be cautious when making assumptions about generational differences.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557195