“THE PRESENT STATE AND FUTURE TRENDS OF BLENDED LEARNING IN WORKPLACE LEARNING SETTINGS ACROSS FIVE COUNTRIES”
Kyong Jee Kim, Curtis J. Bonk and Ya-Ting Teng
A. Research Questions:
a) How is blended learning perceived and practiced in workplace learning settings today?
b) What are the benefits of and barriers to implementing blended learning?
c) Are there cross-cultural differences in the current trends and issues in blended learning?
d) What are common as well as emerging instructional strategies, learning technologies, and evaluation techniques for blended learning?
B. Review of Previous Research
a. Research Question:
a) How is blended learning perceived and practiced in workplace learning settings today?
b) What are the benefits of and barriers to implementing blended learning?
c) Are there cross-cultural differences in the current trends and issues in blended learning?
d) What are common as well as emerging instructional strategies, learning technologies, and evaluation techniques for blended learning?
b. Introduction
2.1 Purpose of the Study : Findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures
2.2 Theoretical Background
• Blended learning (Chamberlain et al. 2005; Dziuban et al. 2004, Osguthorpe and Graham 2003)
• Workplace learning (Bersin 2004; Bonk and Graham 2006; Rossett and Frazee 2006 Kim et al. 2005)
• HRD (Rosenberg 2006; Rossett and Frazee 2006; Shaw and Igneri 2006)
• Corporate training (Bonk and Graham 2006).
c. Methodology
3.1 Design •Experimental design
3.2 Sample characteristics: 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom)
3.3 Main variables
• Independent: Blended Learning
• Dependent: Workplace learning settings across five countries
3.4 Measure: Use questionnaire comprised 29 closed-ended questions (e.g., multiple-choice and Likert-scale types) and two open-ended questions to elicit general comments about blended learning. The survey was created in four different languages (i.e. traditional and simplified Chinese, English, and Korean).
3.5Procedures •
A preliminary questionnaire was developed first by seven investigators, including three from Korea, two from mainland China, one from Taiwan, and one American.
• The survey was created in four different languages (traditional and simplified Chinese, English, and Korean.
• The questionnaire was developed in English first, and then was translated into other languages by the investigators who were native speakers of the language.
• The translation was then cross-checked by other investigators to verify the accuracy of the translation and also to check the overall validity of the instrument.
• The survey took place between November 2005 and July 2006 using SurveyShare, a Web-based survey tool.
• The survey was part of a third set of studies on e-learning in corporate training and higher education settings, which began in 2001.
• Some descriptive analyses (e.g., frequencies, means, and standard deviations) were conducted of the data using a statistical analysis tool provided in the survey system used for this study.
• Additionally, assorted inferential statistics (i.e., chi-square test, t-test, and correlation analysis) were performed using SPSS to investigate potential cross-cultural differences in the trends and issues related to blended learning.
d. Results
4.1 • Indicate that blended learning has become a popular delivery mode in workplace e-learning settings in general.
• Benefits of and barriers to blended learning
4.2 • Practitioners’ overall perceptions of blended learning
• Skills currently being taught in the blended mode
• The current state of organizations’ strategic planning on blended learning
4.3 Predicting the future state of blended learning
• Organizations’ future spending on blended learning,
Predictions made by the respondents from the UK, US, and Taiwan were somewhat similar, of which those reported that their organizations’ spending would increase in the ensuing years ranged from 61% to 66%.
• Emerging instructional strategies and technologies for blended learning.
• Evaluating the outcomes of blended learning
e. Discussion •
The findings of the present study show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries such as the United States and the UK but also in Asian countries such as China, Korea, and Taiwan
• Additionally, the results of the present study revealed that there was a strong agreement among our survey respondents regarding the increasing importance of blended learning for the future of workplace learning across cultures.
• Finding indicates that HRD practitioners, including training professionals, as well as other key stakeholders in workplace learning settings are in need of professional development in this new and emerging instructional method called blended learning.
Reference
The writer still use old References, consists of three book not relevant.
Torraco, R. J., & Swanson, R. A. (1995). The Strategic Roles of Human Resource Development. Human Resource Planning, 18, 10–21.
Kirkpatrick, D. L. (1994). Evaluating Training Programs: The four levels. San Francisco, CA: Berrett-Koehler.
Rogers, E. M. (1962). Diffusion of Innovations. New York: The Free Press.