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Differences in Learning Preferences by Generational Cohort: Implications for Instructional Design in Corporate Web-based Learning.

机译：不同代际学习偏好的差异：对基于企业网络学习的教学设计的影响。

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摘要

In today's global and high-tech economy, the primary contributing factor to sustainable competitive advantage is the strategic development of employees, an organization's only unique asset. However, with four generations actively present in the workforce and the proliferation of web-based learning as a key method for developing employees, corporate training has not kept pace with the needs of the 21st-century, generationally diverse employee population. This study used a quantitative and descriptive methodology to investigate differences in learning style preferences of the various generational cohorts.;Three streams of literature informed this research including generational differences in learning preferences, existing and emerging technologies and learning activities in web-based training, and how learning style preferences can inform effective instructional design. A sample population of management employees at a publically traded railroad organization were asked to complete the Felder-Soloman Index of Learning Styles to identify their learning style preferences and to identify their preferred learning activities.;The research study showed insignificant differences in learning style preferences of the different generations. In addition, there were insignificant differences in learning activity preferences. The results also showed learning styles corresponded closely with learning activity preferences. Surprisingly, there was a lack of interest in learning with Web 2.0 technologies, such as social media forums or twitter-like environments. This was particularly unexpected as it pertains to Millennials, who are typically known as the techno-generation.;The key research question from this study was how can instructional design for web-based learning be optimized to address the learning style preferences of a generationally diverse workforce? The recommendation is that each student population be surveyed regarding learning style preferences and learning activity preferences before designing curriculum. Popular literature indicates that Web 2.0 technology is the future of learning and each generation has unique learning needs; however, this was not the case for this particular student population. As such, the stereotypes of generations in popular literature and the predictions of future learning trends should be considered carefully before creating new learning environments. Instructional designers should be cautious when making assumptions about generational differences.
机译：在当今的全球高科技经济中，可持续竞争优势的主要推动因素是员工的战略发展，这是组织唯一的资产。但是，随着四代人积极地参与工作，以及基于网络的学习作为培养员工的一种重要方法的普及，企业培训未能适应21世纪，不同年龄段的员工群体的需求。本研究使用定量和描述性方法研究了各代人的学习风格偏好上的差异。;三类文献为该研究提供了信息，包括学习偏好的代际差异，基于网络的培训中现有和新兴技术以及学习活动，以及学习风格的偏爱如何能够指导有效的教学设计。要求一家公开交易的铁路组织的管理人员样本完成Felder-Soloman学习风格指数以识别他们的学习风格偏好并确定他们偏爱的学习活动。该研究表明，在学习风格偏好方面无显着差异。不同的世代。此外，学习活动偏好方面的差异不明显。结果还表明，学习风格与学习活动偏好密切相关。令人惊讶的是，人们对使用Web 2.0技术（例如社交媒体论坛或类似Twitter的环境）的学习兴趣不足。这是特别令人意外的，因为它与通常称为技术一代的千禧一代有关;该研究的关键研究问题是如何优化基于Web的学习的教学设计，以解决不同时代的学习风格偏好劳动力？建议在设计课程之前，对每个学生群体进行学习风格偏好和学习活动偏好的调查。流行文献表明，Web 2.0技术是学习的未来，每一代人都有独特的学习需求。但是，对于特定的学生群体而言并非如此。因此，在创建新的学习环境之前，应仔细考虑流行文学中的几代成见和对未来学习趋势的预测。在设计关于代际差异的假设时，教学设计师应谨慎。

著录项

  • 作者

    Kriegel, Jessica.;

  • 作者单位

    Drexel University.;

  • 授予单位 Drexel University.;
  • 学科 Instructional design.;Adult education.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 118 p.
  • 总页数 118
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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