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Design of blended training for transfer.

Lee, Ji-Eun.

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Design of blended training for transfer.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Design of blended training for transfer./
Author:	Lee, Ji-Eun.
Description:	177 p.
Notes:	Adviser: Curtis J. Bonk.
Contained By:	Dissertation Abstracts International68-09A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3277976
ISBN:	9780549214342

Design of blended training for transfer.
Lee, Ji-Eun.

Design of blended training for transfer. - 177 p.

Adviser: Curtis J. Bonk.

Thesis (Ph.D.)--Indiana University, 2007.

Transfer, defined in this study as the application of learning in a different learning setting and in a job environment, is a key concern today, especially for the corporate training sector. Blended learning, mixing online and traditional face-to-face learning modes, has been increasingly adopted in training with the expectation that it will help solve transfer problems and lend other educational benefits in online only programs as well as traditional face-to-face programs. While there is a set of significant knowledge about design principles for facilitating transfer, it has not been investigated in a blended environment context. In response, the main focus of this study was on studying training design related factors that facilitated and hindered transfer in a blended training context. The case program selected for this study was a 6-week management leadership development program offered by a corporate university in Korea, which was delivered through blended learning. Both facilitating and hindering design factors at each learning node in the case program were investigated by conducting a literature review, document analyses, focus group interviews, one-on-one interviews, and an online survey. In addition to descriptive analysis of the perceived strength of influence of each design factor on transfer, a smaller number of factors were drawn as salient design factors having powerful predictability for the degree of transfer by using stepwise multiple regression. For the online Coaching module, the design factors in 'Demonstration' and 'Activation' were best predictors for transfer. As a predictor among the hindering factors in the online Coaching module, the factors in 'Demonstration' were yielded. For the offline Coaching module, the factors in 'Application' were drawn as predictor factors for the perceived degree of transfer. However, no single hindering variable resulted from the multiple regressions related to this module. For the online Accounting module, the factors in 'Problem' were yielded as having predictive power for the degree of transfer. By integrating the descriptive and predictive statistical analysis with qualitative data analysis, general instructional design guidelines for blended training were suggested. Additionally, specific design guidelines were presented. In a blended format, learning phases in a delivery format are ideally recommended to have close contextual connections with other phases in other delivery methods in order to provide learners with a continuous learning experience. In a completely online format, it would be more important to make sure the module is designed with all the necessary instructional phases and components suggested here - Problem, Activation, Demonstration, Application, Integration, and Interaction.

ISBN: 9780549214342Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Design of blended training for transfer.
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020 $a 9780549214342
035 $a (UMI)AAI3277976
035 $a AAI3277976
040 $a UMI $c UMI
100 1 $a Lee, Ji-Eun. $3 1282101
245 1 0 $a Design of blended training for transfer.
300 $a 177 p.
500 $a Adviser: Curtis J. Bonk.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3716.
502 $a Thesis (Ph.D.)--Indiana University, 2007.
520 $a Transfer, defined in this study as the application of learning in a different learning setting and in a job environment, is a key concern today, especially for the corporate training sector. Blended learning, mixing online and traditional face-to-face learning modes, has been increasingly adopted in training with the expectation that it will help solve transfer problems and lend other educational benefits in online only programs as well as traditional face-to-face programs. While there is a set of significant knowledge about design principles for facilitating transfer, it has not been investigated in a blended environment context. In response, the main focus of this study was on studying training design related factors that facilitated and hindered transfer in a blended training context. The case program selected for this study was a 6-week management leadership development program offered by a corporate university in Korea, which was delivered through blended learning. Both facilitating and hindering design factors at each learning node in the case program were investigated by conducting a literature review, document analyses, focus group interviews, one-on-one interviews, and an online survey. In addition to descriptive analysis of the perceived strength of influence of each design factor on transfer, a smaller number of factors were drawn as salient design factors having powerful predictability for the degree of transfer by using stepwise multiple regression. For the online Coaching module, the design factors in 'Demonstration' and 'Activation' were best predictors for transfer. As a predictor among the hindering factors in the online Coaching module, the factors in 'Demonstration' were yielded. For the offline Coaching module, the factors in 'Application' were drawn as predictor factors for the perceived degree of transfer. However, no single hindering variable resulted from the multiple regressions related to this module. For the online Accounting module, the factors in 'Problem' were yielded as having predictive power for the degree of transfer. By integrating the descriptive and predictive statistical analysis with qualitative data analysis, general instructional design guidelines for blended training were suggested. Additionally, specific design guidelines were presented. In a blended format, learning phases in a delivery format are ideally recommended to have close contextual connections with other phases in other delivery methods in order to provide learners with a continuous learning experience. In a completely online format, it would be more important to make sure the module is designed with all the necessary instructional phases and components suggested here - Problem, Activation, Demonstration, Application, Integration, and Interaction.
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773 0 $t Dissertation Abstracts International $g 68-09A.
790 $a 0093
790 1 0 $a Bonk, Curtis J., $e advisor
790 1 0 $a Frick, Theodore W. $e committee member
790 1 0 $a Hara, Noriko $e committee member
790 1 0 $a Lee, Seunghee $e committee member
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3277976