20100930 - Womble, E-Learning:...Learner Satisfaction, Self-Efficacy, Usefulness

E-learning: The relationship among learner satisfaction, self-efficacy, and usefulness by Womble, Joy Chastity, Ph.D., Alliant International University, San Diego, 2007 , 132 pages; AAT 3298903 My Interest: 1) E-Learning. 2) Reliability and Validity. 3) Usefulness. 4) Learner Satisfaaction. Action: To read the Dissertation in future. The problem. The year 2000 marked a new era of growth for online learning (American Society for Training & Development, 2002). Implementing e-learning is common practice in public and private sectors (Zimmerman, 2001). Training mandates are central among the factors fueling this upsurge (Tucker, 2005). Although an increasing number of organizations are developing e-learning strategies to address their training needs, exploring online learning theoretically and identifying key factors that will enhance its effectiveness is necessary. While previous research studies have examined student satisfaction in a distance-learning environment, this topic has not been given adequate attention (Biner, Dean & Mellinger, 1994). Despite the growing convergent research threads on e-learning (Davis, 1989; Malhotra & Galletta, 1999; Wang, 2003), few have strong theoretical foundations (Salas & Cannon-Bowers, 2001). Social learning theory and attitude-behavior theory can aid in developing guidelines for creating elearning training. The present research measured the relationships among learner satisfaction, self-efficacy, and usefulness within an elearning context. Method. The sample consisted of 440 government agency employees in the Southwestern United States. Participants completed mandatory elearning courses in Training and Development's learning management system. They were asked to complete a demographics survey and three scales, Mungania's (2004) E-learning Self-Efficacy Scale, Davis' (1993) Perceived Usefulness Scale, and Wang's (2003) Electronic Learner Satisfaction Instrument. These were used to measure the relationships among employees' perceptions of self-efficacy, usefulness, and satisfaction of e-learning. LITERATURE REVIEW E-Learning in Organizations Satisfaction: An Indication of E-Learning Success Self-Efficacy Self-Efficacy and Performance E-Learning Self-Efficacy Computer Self-Efficacy Internet Self-Efficacy Usefulness Usefulness and Technology Use and Acceptance E-Learning Satisfaction, Self-Efficacy, and Usefulness Research Questions and Hypotheses Definition of Jey Terms CHAPTER II: METHODS …… Instrumentation E-Learning Self Efficacy Scale Reliability and Validity Internet Self-Efficacy Scale Reliability and Validity Computer User Self-Efficacy Scale Reliability and Validity Perceived Usefulness Scale Reliability and Validity E-Learner Satisfaction Scale Reliability and Validity ………

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