20100926 - O'Dell, ..Differences in Satisfaction with E-Learning...

Generational differences in satisfaction with e-learning in a corporate-learning environment by O'Dell, Toni, Ed.D., University of Houston, 2009 , 135 pages; AAT 3358097 My Interest: 1) ELS – E-Learning Satisfaction online cross-sectional survey. 2) ANOVA. Action: To read specific parts of Dissertation in future. Research Goal This study examined the perceived differences in satisfaction among employees of various age groups in corporate learning environments. Motivation / Background Kulik (1994) found that learners reported higher satisfaction when elearning is an element of the-learning process, and the literature shows a relationship between learner characteristics and measures of satisfaction. However, the relationship of these factors to the individual age groups is an area that has warranted further examination. Learner-satisfaction in relation to e-learning has been found to be of importance in the development of computer-based training (Soles & Moller, 2001). To examine the relationships among training, technology, and age, this study looked at such demographic variables as type of organization, job, age, and e-learning experience. This study was based on Wang's (2003) theoretical construct of e-learner satisfaction (ELS), which he defined as, ...a summary affective response of varying intensity that follows elearning activities, and is stimulated by several focal aspects, such as content, user-interface, learning community customization and learning performance. (p. 77) Methodology One research question guided this study and one hypothesis was tested. Research Question 1 was, Are older participants in corporate training sessions more or less satisfied with e-learning than younger participants? Hypothesis 1 was, Younger participants would report significantly higher levels of satisfaction with e-learning than will older participants. To maximize the sample size, the study focused on the overall responses to e-learning as a medium, not responses to a single example. This quantitative study used both descriptive and inferential statistics to analyze the data. An on-line, cross-sectional survey of E-Learning satisfaction (ELS) developed by Wang (2003) was used to gather data. The 24-item instrument was designed as a closed form and divided into two main sections: demographic and e-learner satisfaction questions. The satisfaction questions were divided into four sections: learner interface, content, learner community, and personalization. The sample was 237 English-speaking employees who have taken e-learning format courses for training within a corporate training environment. The results were analyzed using analysis of variance to determine what, if any, significant differences existed. Analysis of variances (ANOVA) for e-learning satisfaction (ELS) mean scores and generational group were calculated. Results Discussion The ANOVA test for the ELS mean scores revealed no significant mean differences with a mean squares of 0.460, f = 1.31 and p = 0.121, ( p < .05). Based on these findings the hypothesis was not supported. II. LITERATURE REVIEW 10 E-LEARNING 28 SATISFACTION 35 LEARNER SATISFACTION 37 E-LEARNING SATISFACTION 41 SURVEY 47 III. METHODOLOGY 49 RESEARCH DESIGN 49 POPULATION/SAMPLE 51 INSTRUMENT 52 PILOT TEST 54 DATA COLLECTION 54 ANALYSIS 55 LIMITATIONS OF STUDY 56 SUMMARY 56 IV. REPORT OF FINDINGS 58 PILOT STUDY 58 SAMPLE SELECTION 60 DATA ANALYSIS AND CLEANING 60 VALIDITY OF MEASURES 62 SAMPLE CHARACTERISTICS 63 DESCRIPTIVE STATISTICS 65 FREQUENCY DATA 76 INFERENTIAL STATISTICS 92