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The effectiveness of e-learning in a...

Capella University., School of Business.

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The effectiveness of e-learning in a multicultural environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effectiveness of e-learning in a multicultural environment./
Author:	Gamble, Angela L.
Description:	124 p.
Notes:	Adviser: Gary Robinson.
Contained By:	Dissertation Abstracts International69-12A.
Subject:	Business Administration, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3339290
ISBN:	9780549953494

The effectiveness of e-learning in a multicultural environment.
Gamble, Angela L.

The effectiveness of e-learning in a multicultural environment. - 124 p.

Adviser: Gary Robinson.

Thesis (Ph.D.)--Capella University, 2009.

The purpose of this quantitative research study was to explore and determine the effectiveness of Western-designed e-learning when deployed to both Eastern and Western cultures. This study examined a multinational company deploying e-learning across its global locations. Specifically, results compared the effectiveness of an e-learning course with participants in China and the United States. This research was a correlational quantitative study, based upon the cross-cultural dimensions in education called the simplified multiple cultural model (SMCM) questionnaire. This present sample consisted of functionally equivalent participants who worked in China and those who worked in the United States. To test the first hypothesis, the participants were asked to rate the outcomes of the e-learning, defined as the degree to which the e-learning fulfilled their learning expectations and the degree to which it was applied to their job. The data from this study illustrated both groups found that the outcome of the e-learning was moderate. To test the second hypothesis, the participants were asked to select one of two possible responses to indicate their preference for a characteristic or feature of the e-learning course from one polar extreme or the other on each continuum. The data from this study illustrated a sharp difference in learning preferences. Both groups rated the learning outcomes very similarly, both in terms of the average rating and in terms of the distribution of the ratings. The sharp difference in learning preferences illustrated the China group had a significantly stronger preference for the constructivist--cognitive paradigm, and the U.S. group had a stronger preference for the instructivist--objectivist paradigm.

ISBN: 9780549953494Subjects--Topical Terms:

1017457
Business Administration, General.

The effectiveness of e-learning in a multicultural environment.
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020 $a 9780549953494
035 $a (UMI)AAI3339290
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040 $a UMI $c UMI
100 1 $a Gamble, Angela L. $3 1034008
245 1 4 $a The effectiveness of e-learning in a multicultural environment.
300 $a 124 p.
500 $a Adviser: Gary Robinson.
500 $a Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4776.
502 $a Thesis (Ph.D.)--Capella University, 2009.
520 $a The purpose of this quantitative research study was to explore and determine the effectiveness of Western-designed e-learning when deployed to both Eastern and Western cultures. This study examined a multinational company deploying e-learning across its global locations. Specifically, results compared the effectiveness of an e-learning course with participants in China and the United States. This research was a correlational quantitative study, based upon the cross-cultural dimensions in education called the simplified multiple cultural model (SMCM) questionnaire. This present sample consisted of functionally equivalent participants who worked in China and those who worked in the United States. To test the first hypothesis, the participants were asked to rate the outcomes of the e-learning, defined as the degree to which the e-learning fulfilled their learning expectations and the degree to which it was applied to their job. The data from this study illustrated both groups found that the outcome of the e-learning was moderate. To test the second hypothesis, the participants were asked to select one of two possible responses to indicate their preference for a characteristic or feature of the e-learning course from one polar extreme or the other on each continuum. The data from this study illustrated a sharp difference in learning preferences. Both groups rated the learning outcomes very similarly, both in terms of the average rating and in terms of the distribution of the ratings. The sharp difference in learning preferences illustrated the China group had a significantly stronger preference for the constructivist--cognitive paradigm, and the U.S. group had a stronger preference for the instructivist--objectivist paradigm.
590 $a School code: 1351.
650 4 $a Business Administration, General. $3 1017457
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Business. $3 1017515
650 4 $a Education, Technology. $3 1017498
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690 $a 0310
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710 2 $a Capella University. $b School of Business. $3 1018437
773 0 $t Dissertation Abstracts International $g 69-12A.
790 $a 1351
790 1 0 $a Herr, John $e committee member
790 1 0 $a Robinson, Gary, $e advisor
790 1 0 $a Wibbeke, Eileen $e committee member
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3339290