20100930 - Yaw, Evaluation of E-Learning...Kirkpatrick model

An evaluation of e-learning in industry at Level Three based upon the Kirkpatrick model by Yaw, Dorothy Carole, Ph.D., Indiana State University, 2005 , 136 pages; AAT 3199443 My Interest: 1) E-Learning. 2) Effectiveness. 3) Kirkpatrick evaluation model. 4) Phillips evaluation model. 5) E-Learning vs Classroom Learning. 6) ANOVA. 7) t-test. Action: To read the Dissertation in future. Research Goal In this study, the researcher examined the effectiveness of e-learning in the industrial setting at Level 3 based upon the Kirkpatrick model and compared e-learning to traditional classroom learning. Methodology An experimental research study was conducted at a Midwestern manufacturing facility with the researcher designing, developing, and evaluating an OSHA safety training program. The Human Resource/Safety Manager facilitated the training for all employees with one-half taking the training as e-learners and one-half taking the training as classroom learners. After the training was completed, the evaluations were analyzed by the researcher using the Windows ® version 13 of the Statistical Package for the Social Sciences ( SPSS). Statistical analysis of the data collected consisted of an analysis of variance (ANOVA) and an Independent Sample t-test. The results were reported in chart and graphical form. Level 3 evaluation was conducted one month post-training using a Supervisor focus group. Results Discussion The statistical analysis of the data indicated that e-learners were transferring the training 79.63% of the time while classroom learners were transferring the training 80.46% of the time. The statistical analysis further indicated that there was no significant difference in transfer of training at Level 3 between e-learners and classroom learners. 2. LITERATURE REVIEW E-Learning Defined Benefits of E-Learning …… Barriers to E-Learning Learning Management Systems …… Standards for E-Learning E-Learning Models A Basic E-Learning Needs Analysis Model ADDIE Model Four Tier Learning Model Evaluation of E-Learning Return of Investment Kirkpatrick Evaluation Model Phillips Evaluation Model …… 3. METHODOLOGY

20100930 - Tai, Corporate E-Learning...

Corporate e-learning: How e-learning is created in three large corporations by Tai, Luther, Ed.D., University of Pennsylvania, 2005 , 307 pages; AAT 3168048 My Interest: 1) Effectiveness of e-learning. 2) E-Learning. 3) E-Learning development. 4) E-Learning implementation. 5) Conceptual framework. Action: To read the Dissertation in future. Research Goal This dissertation is a case study examining in depth how e-learning is developed, implemented and how effectiveness is determined at GE, IBM and Verizon. Methodology All three are large Fortune 500 companies with strong learning cultures. They are early adopters in use of e-learning for training their global workforce. Research includes a review of literature on e-learning, books and articles written about e-learning at GE, IBM and Verizon, internal company documents and forty interviews by the author. Research Questions This paper addresses the following questions: Why e-learning? How is e-learning developed? How is e-learning implemented? How do corporations determine effectiveness of elearning? What are the lessons learned? Findings The author finds that elearning has already made a significant difference in GE, IBM, and Verizon on how their employees learn and how they work as evidenced by each company's significant level of adoption. E-learning is a tool to be used along with other means of learning. The key is to make sure that it is the best way to learn for a particular application. It is a way to save costly face-to-face time for optimal use. There is no one size that fits all. GE, IBM and Verizon each has its own unique e-learning solutions. Strategic vision, clear business objectives, well defined learning organization, strong leadership, corporate support, prudent use of elearning, quality of content, ease of access, interoperability, accountability of learners and instructors, and a well defined measurement system all matter. Successful integration of these ingredients is essentially for effective e-learning. Ignoring any of these key ingredients can lead to failure. Each company has its own rationale and approach to using e-learning. Each company provides a unique context for leveraging e-learning to train its employees. Each has been successful in using e-learning in its own right. Research Output This research paper analyzes the e-learning experiences of these three companies in the context of their business objectives and business environments. They collectively provide a rich context on how e-learning is created in corporations. Their experiences and lessons learned should serve as an important guide to those who are implementing e-learning. Comments: Softcopy Dissertation is scanned version; cannot copy and paste; difficult to blog about it. CHAPTER 2 LITERATURE REVIEW Why e-learning How is e-learning developed? How is e-learning implemented? How is effectiveness determined by corporations? What are lessons learned? What are lessons learned in higher education? CHAPTER 3 FRAMEWORKS and METHODS Conceptual Framework ……... CHAPTER 4 GE CHAPTER 5 IBM CHAPTER 6 VERIZON

20100930 - Richter, ...effective & instructionally efficient E-Learning

Beyond engagement: Instructional strategies that facilitate learners' cognitive processes and produce effective and instructionally efficient e-learning by Richter, Gina A., Ph.D., Capella University, 2008 , 175 pages; AAT 3297731 My Interest: 1) Effectiveness. 2) Instructionally efficient. 3) E-Learning. Action: Medium-low priority to read specific parts of Dissertation in future. Motivation Interactivity has been a focus of e-learning since its inception and remains a critical topic today. However, the technology component of interactivity has often taken center stage with less focus on the learner and the benefits interactivity can have on the learning process. This is despite consistent research (e.g., Hooper & Hannafin, 1991; Kennedy, 2004) that reinforces the idea that instruction will be effective, enjoyable, and intrinsically motivating only if it is interactive at the cognitive level (regardless of modality). Within the corporate environment specifically, there is little evidence of the impact of interactions on enhancing cognition. Research Goal Within this context, the purpose of this study was to implement instructional strategies that facilitate cognitive processes and apply cognitive load theory in order to create an effective and instructionally efficient e-learning course. Methodology Using a series of theory-based interactions embedded within an e-learning course, 2 sets of data were collected. The first set was the performance scores to determine the effectiveness of the e-learning course and the interactions. This data was collected during 5 learner-content interactions, 3 workplace scenarios, and a posttest. The second set of data consisted of the mental effort scores collected immediately following each scored learner-content interaction, workplace scenario, and the posttest. This data was used along with the performance scores to determine the instructional efficiency of each interaction and the elearning course, through the application of both the 2-dimensional and 3- dimensional efficiency metrics (Tuovinen & Paas, 2004). Unlike previous comparison studies, this study explored the impact of designing an entire course, which included instructional strategies that facilitated cognitive processes and applied cognitive load theory. Results Discussion The results of this study supported the notion that the application of instructional strategies that facilitate cognitive processes and apply cognitive load theory enable learners to achieve learning outcomes and result in an instructionally efficient e-learning course. The results also support the idea that through the application of these instructional strategies, learners are able to apply the principles learned within simulated workplace scenarios. However, the results for each interaction specific to the 2-dimensional instructional efficiency rating were not as clear-cut. The idea that these instructional strategies would enable instructionally efficient interactions was rejected for 4 of the interactions within the e-learning course when the 2-dimensional instructional efficiency metric was applied. These same interactions produced positive 3-dimensional instructional efficiency ratings indicating that these interactions in fact were or could be deemed instructionally efficient, according to this metric. CHAPTER 2. LITERATURE REVIEW 19 Introduction 19 Cognitive Load Theory 20 Interface Design 23 Interactivity Constructs 24 Cognitive Processes and Instructional Theory 34 Summary 52 CHAPTER 3. METHODOLOGY 53 Introduction 53 Research Design 56 Sampling 59 Variables 60 Research Instruments and Data Collection Devices 63 Data Analysis 82 Confidentiality 84 Summary 84

20100928 - Filimban, Factors..Effectiveness of Online Learning...

Factors that contribute to the effectiveness of online learning technology at Oregon State University by Filimban, Ghadeer Zainuddin, Ph.D., Oregon State University, 2008 , 401 pages; AAT 3308568 My Interest: 1) Effectiveness / effective factors. 2) Online learning / online learning technology. 3) Theory of critical pedagogy. 4) Mixed evaluation methodology. 5) Reliability and Validity. Action: Medium-low priority to read the specific parts of Dissertation in future. With the rapid development of technology, online learning is increasing significantly and becoming a popular method of education for many universities and colleges around the world. Because of computers and the internet, most online learning today is interactive, and sometimes more interactive than the traditional classroom. Students can interact on equal ground, regardless of their race, gender, and appearance. Even without face-to-face teaching, it is now possible for rapid communication to take place between the teacher and the students using a variety of technological tools to enhance learning, such as conferencing tools, electronic mail, internet mailing lists, and newsgroups. Online education gives students a high level of responsibility for their learning. However, there are many issues that affect their successful completion of online courses. Some of these issues include work overload, lack of technological skills, and feelings of isolation. In addition, course design for effective online learning needs to be modified to fit the online format. Since there is no direct teacher-student contact, course expectations and outcomes must be clearly defined, and timely feedback must be provided. Well-trained online teachers often encourage critical thinking, problem solving, and the discussion of alternative points of view through a variety of available technologies. Because critical pedagogy emphasizes these elements, the researcher further investigated the theory of critical pedagogy as it applies to successful, web-based learning. Critical pedagogy theory emphasizes human factors and addresses many important educational issues, such as diversity, equality, gender, student empowerment, and positive student-teacher interactions. Therefore, the focus of this study was to determine effective factors of online learning, based on the theory of critical pedagogy and best practices for traditional and online teaching. From the literature review, seven criteria were established, including * Instructional Design and Delivery, * Student Learning Outcomes, * Assessments, * Student Empowerment, * Social Presence, * Critical Thinking Skills, and * Alignment. Utilizing mixed evaluation methodology, these criteria of effectiveness were used to evaluate online courses at Oregon State University, College of Liberal Arts. In addition, this study examined whether students and teachers differ in their perceptions of online learning and whether or not significant relationships exist between these criteria. Finally, based on an analysis of the study results, the researcher explored elements of an effective online course derived from instructor perspectives, student perspectives, and researcher observations. LITERATURE REVIEW Critical Pedagogy The Analysis of Critical Pedagogy The Importance of Critical Pedagogy for Online Distance Learning Effective Classroom Teaching Methods Effective Online Teaching Methods Definition of an Effective Online Course The Criteria of Effective Online Courses Based on Critical Pedagogy A. Instructional Design and Delivery B. Student Learning Outcomes C. Assessments D. Student Empowerment E. Social Presence F. Critical Thinking Skills G. Alignment METHODOLOGY Evaluation Research Research Questions Criteria of Effectiveness Methods of Data Collection Surveys Non-Participant Observation Instrument Reliability and Validity of Instruments ………

20100928 - Craig, Effecient & Effective E-Learning

E2: Efficient and effective e-learning by Craig, Janet C., Ph.D., Capella University, 2007 , 132 pages; AAT 3278092 My Interest: 1) E-Learning / CBT. 2) Efficient – how to measure. 3) Effective – how to measure. 4) Theoretical framework. Action: Medium-low priority to read specific parts of Dissertation in future. Motivation Computer-based training (CBT) can be effective and efficient (cost effective) used as a strategy to deliver training that teaches critical skills that must transfer to performance on the job. When learning and performance is critical to the welfare of clients and fellow workers, employers must be confident that real learning has occurred. The practice of Universal Precautions is important in residential child care when guarding against bloodborne pathogens. It is imperative that all staff who come in contact with clients know how to deal with potentially infectious material. Studies have been done that maintain that computer-based training is at least as effective as face-to-face training. Few studies were found that have tested the retention of that training and transfer to the job. Research Goal question investigated here is about how effectively CBT transfers learning of skills to the performance of those skills. Methodology Twenty-six participants completed a computer-based training that required both knowledge-based and performance-based testing of the material. They were tested immediately after the training. The tests were repeated after a one-to-three-month interval. Motivation The cost of training is important, especially to non-profits who must spend every public dollar wisely. Other Research Goals This study contrasts cost of delivery of this CBT with the cost of face-to-face classroom training and synchronous distant learning. A return on investment and benefit-cost ratio is also demonstrated. The training was evaluated on four levels, student reaction, learning, behavior, and results. Results Discussion Findings from this study support the use of computer-based training as part of the array of delivery strategies available to employers as they prepare their employees for the workplace. CHAPTER 2. LITERATURE REVIEW Introduction 13 Theoretical Framework 18 Relationship of Research Questions to Major Literature Themes 28 Summary 56 CHAPTER 4. DATA COLLECTION AND ANALYSIS Participants 65 Pre-and Post-Training Interviews 68 Evaluating Level Two Learning 73 Evaluating Level Three Behavior 75 Learner Support 77 Return on Investment 83 Summary 90