AB+-+Gunawardena+et+al.+(2010)


 * **Reference: ** || Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. (2010). Predictors of learner satisfaction and transfer of learning in a corporate online education program. //The American Journal of Distance Education, 24//(1), 207-226. doi:10.1080/08923647.2010.522919 ||
 * **Author's: ** || Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. ||
 * **Title:** || Predictors of learner satisfaction and transfer of learning in a corporate online education program ||
 * **Year:** || 2010 ||
 * **Journal: ** || //The American Journal of Distance Education// ||
 * **Retrieval Information**: || http://dx.doi.org/10.1080/08923647.2010.522919 ||
 * **Bibliography**: ||  ||
 * In a mixed-methods design, Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) utilized a survey, as well as open-ended questionnaire, face-to-face, and phone interviews to gather data on the perceptions of students, instructors, and instructional designers to determine that “ online self-efficacy [was the] strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning ” ( p. 207 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors identify that the major problem of the current literature in terms of distance education in the corporate sector is that they focus on only specific programs or situations and there is a need to move beyond case studies to determine the characteristics of training that enhance learning outcomes and satisfaction. Four independent variables were measured in part one of the study, “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">online self-efficacy, course design, learner-instructor interaction, and learner-learner interaction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 211 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), with the dependent variable being learner satisfaction. Gunawardena et al. noted that the small sample size of the quantitative portion was the major limitation. The study found that 88% of the variance in learner satisfaction was explained by the four dependent variables, with online self-efficacy accounting for 63% of the variance. This study only had good Cronbach’s alpha reliability ratings on the independent variables, and arrived at some contradictory findings in comparison with other studies regarding interaction; indicating that less interaction between students is a positive. The findings of this study are interesting but questionable, and should only be accepted if another study with a much larger sample corroborates the results. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1080/08923647.2010.522919 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In a mixed-methods design, Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) utilized a survey, as well as open-ended questionnaire, face-to-face, and phone interviews to gather data on the perceptions of students, instructors, and instructional designers to determine that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">online self-efficacy [was the] strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 207 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors identify that the major problem of the current literature in terms of distance education in the corporate sector is that they focus on only specific programs or situations and there is a need to move beyond case studies to determine the characteristics of training that enhance learning outcomes and satisfaction. Four independent variables were measured in part one of the study, “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">online self-efficacy, course design, learner-instructor interaction, and learner-learner interaction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 211 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), with the dependent variable being learner satisfaction. Gunawardena et al. noted that the small sample size of the quantitative portion was the major limitation. The study found that 88% of the variance in learner satisfaction was explained by the four dependent variables, with online self-efficacy accounting for 63% of the variance. This study only had good Cronbach’s alpha reliability ratings on the independent variables, and arrived at some contradictory findings in comparison with other studies regarding interaction; indicating that less interaction between students is a positive. The findings of this study are interesting but questionable, and should only be accepted if another study with a much larger sample corroborates the results. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||