Transfer of learning: The effects of different instruction methods on software application learning
Mark E. Larson, Capella University, United States
Capella University . Awarded
Human Resource Departments (HRD), especially instructors, are challenged to keep pace with rapidly changing computer software applications and technology. The problem under investigation revealed after instruction of a software application if a particular method of instruction was a predictor of transfer of learning, when other risk factors were controlled. One hundred and twenty-three male and female participants, ranging in ages estimated from mid-twenties to mid-sixties, varying in degrees of position, and software application knowledge participated in the study. A quasi-experimental design using the Learning Transfer System Inventory (LTSI) survey measured transfer of learning immediately, 30, and 60 days after three groups of randomly selected participants attended software application instruction in one of three different methods: demonstration, controlled practical exercise, or problem-based learning. Findings did not demonstrate statistical significance or transfer of learning between three instruction methods. The conclusion suggests further research continue with different instruction methods and transfer of learning due to implications. Implications discussed, especially those pertaining to transfer of learning and problem-based learning are attrition, preparation, and support from executives, managers, and supervisors in the organization.
Larson, M.E. Transfer of learning: The effects of different instruction methods on software application learning. Ph.D. thesis, Capella University.
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