東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The effectiveness of e-learning in a...

Capella University., School of Business.

FindBook

Google Book

Amazon

博客來

The effectiveness of e-learning in a multicultural environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effectiveness of e-learning in a multicultural environment./
作者:	Gamble, Angela L.
面頁冊數:	124 p.
附註:	Adviser: Gary Robinson.
Contained By:	Dissertation Abstracts International69-12A.
標題:	Business Administration, General. -
電子資源:	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.
LDR:02747nmm 2200325 a 45 001 865569
005 20100728
008 100728s2009 ||||||||||||||||| ||eng d
020 $a 9780549953494
035 $a (UMI)AAI3339290
035 $a AAI3339290
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
690 $a 0282
690 $a 0310
690 $a 0688
690 $a 0710
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