GENERATIONAL DIFFERENCES IN SATISFACTION WITH E-LEARNING IN A

CORPORATE-LEARNING ENVIRONMENT

A Dissertation Presented to the

Faculty of the College of Education

University of Houston

In Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

By

Toni O'Dell

May 2009
 UMI Number: 3358097

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Copyright 2009 by ProQuest LLC.
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Ann Arbor, Ml 48106-1346
 GENERATIONAL DIFFERENCES IN SATISFACTION WITH E-LEARNING IN A

CORPORATE-LEARNING ENVIRONMENT

A Dissertation for the Degree

Doctor of Education

By

Toni O'Dell

Approved by Dissertation Committee:

Dr. Sara McNeil, Chairperson

Dr. Michael Ryan, Conjmittee Mer

Member

/<^vv^
Dr. Lee Mountain, Committee Member

Dr. Marshall Schott, Committee Member

Dr. Sharon Lund O'Nerl, Committee Member

) F i r T?nV>P
Dr. Robert Wimpelberg, Ddan
College of Education

May 2009
 ACKNOWLEDGEMENT

I would like to give my heartfelt appreciation to the teachers and staff of St. Mark's
Episcopal School from 1969-1978. You gave me the greatest gift of my lifetime by
teaching me how to learn.

To every English teacher I have ever had that refused to let me go or let me give up,
without each of you I would not have made it; especially you Amy Hurst, without you I
would not have survived.

Thank you to the teachers of the Contemporary Learning Center that realized troubled
teenagers are really just teenagers in trouble. Thank you for caring, for fighting for us and
for giving us the chance to make other choices, no matter how few of us may have. For
me, you have made all the difference.

This work is dedicated to every teacher I have ever had, in and out of academic
settings, you made me believe in the transformational power of learning, growth and
education. The words "thank you" can never express the gratitude I have for the life you
have allowed me to have.

To my committee, that has shown me that the learning process is not always fun,
easy, or a straight-line, but that it is, in fact, always worth it. Thank you for forcing me to
do and be better.

Also, I would like to give my sincere vote of confidence and love to the amazing
people that have come into my life to push me onward and upward to the finish line in a
true display of friendship, love, and caring. Most of you were not here when I started this
journey, but you have carried me to my destination, and I humbly thank you.

Finally, I must offer my greatest appreciation, thanks, acknowledgements, and love to

my mother and father.. .the greatest teachers I have ever known.

"The great aim of education is not knowledge but action."

GENERATIONAL DIFFERENCES IN SATISFACTION WITH E-LEARNING IN A

CORPORATE-LEARNING ENVIRONMENT

An Abstract
of
A Dissertation Presented to the
Faculty of the College of Education
University of Houston

In Partial Fulfillment
Of the Requirements for the Degree

Doctor of Education

By

Toni O'Dell

May 2009
O'Dell, Toni O. "Generational Differences in Satisfaction with E-learning in a
Corporate-learning Environment." Unpublished Doctor of Education Dissertation,
University of Houston, May 2009.

Abstract

This study examined the perceived differences in satisfaction among employees of

various age groups in corporate learning environments. Kulik (1994) found that learners

reported higher satisfaction when e-learning 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 e-

learning activities, and is stimulated by several focal aspects, such as content,
user-interface, learning community customization and learning performance, (p.

77)

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 will report significantly higher levels of satisfaction with e-learning than will

older participants.

IV
 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-leamer 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. The ANOVA

test for the ELS mean scores revealed no significant mean differences with a mean

squares of 0.460,/= 1.31 andp = 0.121, (p < .05). Based on these findings, the

hypothesis was not supported.

However, this study points to three areas where there is room for development

and improvement across all generations with regard to e-learning satisfaction. These

three areas include: content autonomy, personalization, and learning community

accessibility. Current and developing technologies are already addressing these elements.

Conversely, implementation into corporate learning environments appears to be lagging

behind many learners' expectations.

 TABLE OF CONTENTS

Chapter
I. INTRODUCTION 1

NEED FOR THE STUDY 2

STATEMENT OF THE PROBLEM 3

PURPOSE OF THE STUDY 6

RESEARCH QUESTION AND HYPOTHESIS 6

OPERATIONAL DEFINITIONS 7

SIGNIFICANCE OF THE STUDY 8

II. LITERATURE REVIEW 10

THE GENERATIONS 10

WORKFORCE AND ECONOMIC IMPLICATIONS 15

GENERATIONAL DIFFERENCES 25

GENERATIONAL DIFFERENCE IN TECHNOLOGY ADOPTION 27

E-LEARNING 28

SATISFACTION 35

LEARNER SATISFACTION 37

E-LEARNING SATISFACTION 41

SURVEY 47

SUMMARY 48

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

V. CONCLUSIONS 97

PERSONALIZATION 98

SELF-DIRECTED LEARNING 100

CONTENT NEEDS 101

EMPLOYER NEEDS 102

GENERATIONAL DIFFERENCES 103

HYPOTHESIS TESTING 104

LIMITATIONS AND FUTURE RESEARCH 106

REFERENCES 109

APPENDIX A 121

E-LEARNING SATISFACTION (ELS) SURVEY 121

 LIST OF TABLES

Table

1. Pilot Study - Generational Groups 59

2. Comparison of Means 62

3. Generational Groups by Percentages 64

4. Industries Represented 65

5. Levels of Education Represented 65

6. Work Position/Titles Represented 66

7. Types of E-Learning Experienced 67

8. Agreement Regarding E-Learning Experience 68

9. Responses to Statements Regarding E-Learning Content 70

10. Responses to Statements Regarding E-Learning Personalization 72

11. Responses to Statements Regarding E-Learning Community 74

12. E-Learning Stability Responses by Generation 93

13. Learning Progress Control Responses by Generation 93

14. Learning Progress Control Responses by Education 94

15. Learning Community Responses by Education 94

16. Overall Satisfaction Responses by Education 95

17. Content Responses by Industry 95

18. Learning Community Responses by Industry 96

 LIST OF FIGURES

Figure

1. Generational Parameters Across Literature 12

2. Birth Rates in the Twentieth Century 14

3. 2007 Labor Force Based on Generation 15

4. Age Profile of Washington State Labor Force 20

5. States Ranked by Percentages of High School Graduates + in the Population 25 years

or Older, 2004 21

6. States Ranked by the Percentages of of College Graduates + in the Population 25 Years

of Age or Older, 2004 23

7. Projected Percent of Labor Force by Educational Attainment in Texas, 2000 and 2040

24

8. Theoretical Framework for ELS 46

9. Model for Assessing E-learning Satisfaction 50

10. Content Needs Responses by Generation 77

11. Useful Content Responses by Generation 78

12. Content Ease Responses by Generation 80

13. Learning Progress Responses by Generation 81

14. Learning Progress Recording Responses by Generation 82

15. Learning Community Sharing Responses by Generation 84

16. Learning Community Responses by Generation 85

17. Overall Satisfaction Responses by Generation 86

18. Overall Perception of Success by Generation 87

19. Overall Satisfaction Responses by Position 88

20. Overall Perception of Success by Position 89

21. Overall Satisfaction Responses by Education 90

22. Overall Perception of Success by Education 91

23. Overall Satisfaction Responses by Industry 92

 CHAPTER I
Introduction

E-learning is the fastest growing segment of the multi-billion dollar corporate

training market in the United States today (Simmons, 2002). Continuing advancements

in training technology have allowed traditional forms of instruction to change

considerably over the course of the generations of workers who are currently in the

workplace. As training technologies and generational groups change over the next

decade, numerous issues in both training and technology will need to be addressed to

meet the demands of this evolution. According to a recent study by the Center on Aging

and Work at Boston College (2008),

To meet the shifting demands of diverse employee demographic

populations, training needs to grow substantially in companies across the country.
Expand and update the skills and competencies of labor force participants,
including older workers. [To] develop and sustain the knowledge, skills and
competencies sought by business leaders can increase.. .readiness for economic
development and job growth. This is just one reason why... leadership for lifelong
education (including formal education, training, and re-training for workers who
are seeking jobs that require new skills) is so critical, (p. 34)

Training is one of the key employee-centered practices that is strongly associated

with higher earnings and employee retention. Additionally, training is vital to businesses

as large numbers of older workers reach retirement and recent college graduates join the

labor force. Finding ways to close the gap developing between older workers with

decades of experience but fewer technology skills and younger, inexperienced employees

with significant technological skills is the challenge that all companies are facing in this

transition (American Society for Training and Development (ASTD) & National

Governors Association (NGA), 2001).

1
Needfor the Study

E-learning is being implemented by many organizations to meet the new training

demands of changing technology and demographics because it can provide access to high

quality training from numerous sources around the world. Although computer-based

training is seen as commonplace to younger workers who have grown up with

technology, many older workers who have had to adapt to technological changes

throughout their careers have not yet embraced or adopted the newer training model of e-

learning as an effective alternative or addition to standard classroom training (The

National Study of Business Strategy and Workforce Development Report, 2007). The

differing view of many corporate training organizations of both technology and its

usefulness in learning is seen as one of the many differences that can lead to a lack of job

satisfaction and therefore problems with retention of younger employees. The National

Study of Business Strategy and Workforce Development Report (2007) found that 59.8%

of organizations reported "recruiting competent job applicants" as the top challenge.

Furthermore, 42.3% reported "knowledge transfer "and 41.6% reported "encouraging

early-career employees to remain with the organization" as challenges "to a great extent."

Many national and multinational corporations spend large sums every year to

provide technical, compliance, and developmental training for their employees.

According to Training Magazine, corporations spent more than $51 billion on training in

2004. For this reason, it is of the utmost importance for instructional designers and

training organizations to develop training that is useful across multiple generations.

2
Research is needed to evaluate the value of learner satisfaction with computer-based

instruction in corporate training environments across multiple generational audiences.

Statement of the Problem

According to U.S. census data, approximately 140 million people were born

between 1947 and 1964 (U.S. Census Bureau, 2007). The result of this dramatic increase

in population has become popularly known as the "baby boom" generation. In contrast,

approximately 51 million, or less than half, were born between 1965 and 1980 (U.S.

Census Bureau, 2007). This population makes up what has come to be known as

Generation X. The drastic difference in demographic shift occurring in the working

population is one of the challenges most companies face in making decisions about

impending retirements, recruiting and succession planning. Labor force economists

forecast the percentage of workers age 55 - 64 to increase 48% and workers over 65 to

increase 40% by 2012 (Pitt-Catsouphes, Smyer, Matz-Costa, & Kane, 2007).

Gunderson, Jones, and Scanland (2005) stated that, "Three factors -

demographics, workplace skill demands and the global economy are combining to create

a jobs revolution. Any one of these factors represents a dramatic transition in our

economy. Combined, they create nothing less than a revolution" (p. 12). This change in

demographics is illustrated by U.S. Census Bureau data that indicated 23.2% of people

between the ages 65 and 74 were either working or job hunting as of 2006, an increase of

3
nearly 20% compared to 2000 statistics. Furthermore, Gunderson, Jones, and Scanland

(2005) cited data that indicate:

In 2008, the Baby Boomers begin retiring

In 2011, they will begin qualifying for Medicare.
By 2030, approximately 76 million Baby Boomers will have retired.
By 2030, only 46 million Generation X and Y will have entered the
workplace.

This unprecedented shift from a higher number of older, experienced workers to a

much smaller number of more technical, but less experienced, workers may have a direct

impact on both industry and the economy. Additionally, the workplace itself is changing,

and with it the skill demands are as well. Future jobs will be in occupations that do not

currently exist, validating the expectation that the average worker will have 10-14

careers in his or her lifetime. In response to these changes, workers will be forced to learn

and relearn current in-demand skills. This continuous updating of skills will increase the

need for and focus on training within corporations to retain workers and remain

competitive in a changing marketplace.

These components of both the workforce and economic changes resulting from

the demographic shifting taking place have far-reaching effects across generations and

segments of the population. Many of these elements will impact both the need and the

reach of training in the workplace to contend with the predicted shortages in labor, skills,

and education necessary to maintain economic development and standards.

Finally, the focus of this study was on the variations between the generations in

response to aspects of technology, more specifically, the use of e-learning in workplace

4
training situations. The identification of such variations may allow for the creation of

more efficient and effective training and e-learning models.

Purpose of the Study

The purpose of this research study was to examine the differences between

generational age groups in their perceived satisfaction with computer-based training.

Such research is critical considering the increasing investments, growth, and rapid change

that are predicted in the workforce within the next five years (Pitt-Catsouphes, et al.,

2007; Stokes, 2005).

This study investigated possible disparities regarding perceptions e-learning faced

by employees of different generational age groups. The investigation of these issues was

founded on Wang's (2003) work on e-learning satisfaction as distinct from learner

satisfaction or effectiveness (Commission on Technology and Adult Learning, [CTAL],

2001; Davis, 1989; Guolla, 1999).

Although this study did not focus on barriers to e-learning, satisfaction with

computer learning and learner characteristics has been found to be important in the

development of computer-based training (CTAL, 2001). To examine these relationships

of training, technology, and age, this study looked at several variables, including

demographics, type of organization, job position, and experience with e-learning.

Research Question and Hypothesis

One research question guided this study and one hypothesis was tested:

Are older participants in corporate training sessions more or less satisfied with e-

learning than younger participants?

6
 Younger participants (Generations X and Y) will have significantly higher scores on a

survey of satisfaction with e-learning than will older participants (Traditionalist and

Baby-boomer Generations).

Operational Definitions

Generation - a group of individuals, most of whom are the same approximate age, having

similar ideas, problems, and attitudes (Mannheim, 1926.)

Generational Age Groups:

Traditionalists - a generational cohort or group of individuals bom prior to the year

1945.

Baby Boomers - a generational cohort or group of individuals born between the years

1946 and 1964.

Generation X - a generational cohort or group of individuals born between the years

1965 and 1980.

Generation Y - a generational cohort or group of individuals born between the years

1981 and 1999.

E-learning - instructional content or learning experiences that are delivered or enabled by

electronic technology, such as web-based learning, computer-based learning, and virtual

classrooms. This includes delivery of the content via the Internet, intranet/extranet, CD-

ROM, and DVD. In the context of this study, e-learning refers to adult-centered and

work-related instruction to deliver knowledge to employees utilizing computer-based

training (CBT) (America Society for Training and Development (ASTD), 1998).

E-learning Satisfaction (ELS) - a summary affective response of varying intensity that

follows asynchronous e-learning activities, and is stimulated by several focal aspects,

7
such as content, user-interface, learning community, personalization, and learning

performance (Wang, 2003)

Learner Interface - should make it possible for a course designer to present to students,

through a single, consistent, and intuitive interface, all the components required for a

course of education or training. Although logically it is not a requirement, in practice

learner interfaces always make extensive use of computers and the Internet (Allen, 2004).

Learning Community - an extended learning opportunity to foster collaborative-learning

among colleagues within a particular work environment or field (Bixler, 2001)

Content - information and experiences that may provide value for an end-user/learner,

which may be delivered via any electronic technology such as the Internet,

intranet/extranet, CD-ROM, or DVD (ASTD, 2001)

Personalization - is tailoring an electronic medium to a user based on personal details or

characteristics they provide (Wang 2003). In the context of this study it has been applied

in both the learner interface and content.

Significance of the Study

The results of this research may have numerous implications for various

stakeholders, including future and current employees, administrators, executive

management, trainers, technical support staff, instructional designers, vendors, and

educators. As a result of this research study, e-learning stakeholders will have additional

information pertaining to generational differences in satisfaction with regard to e-

learning. Studies have looked at learner satisfaction and learner characteristics (Kulik,

1994; Long, Tricker, Rangecroft, & Gilroy, 1999; Long, Tricker, Rangecroft, & Gilroy,

2000) but not exclusively at e-learning satisfaction in combination with age

8
demographics across all of the current generational groups (Reynol & Mastrodicasa,

2007; Urdan & Weggen, 2000). The findings of this research may be valuable for

helping instructional-designers and trainers overcome generational differences and for

assisting in the development, implementation, and delivery of e-learning courses.

The present study could contribute to the empirical body of literature on e-

learning, as well as, provide additional information about generational differences,

especially with respect to e-learning satisfaction, and offer a foundation upon which

future research could be based. The findings may help stakeholders determine and

implement techniques, support services, policies, or products for solving problems

encountered by e-learners.

This study may reveal the risks that the diffusion of technology has for

organizational learning (Allen, 2003; Urdan & Weggen, 2000). Furthermore, as most of

the literature focuses primarily on the benefits and promises of e-learning, this added

dimension may offer comparative differences. Recognizing differences is essential to

determining which changes need to be made to make e-learning more satisfying for all

the generations.

9
 CHAPTER II
Literature Review

In recent years, many books been written about concerns related to changing

demographics in the labor force, and scholarly research has been conducted on

generational differences in the workplace. Most of the studies have concentrated on

Baby Boomers and Generation X, as these groups make up the majority of the current

working population. This study expanded the domain to include both the Traditionalist

and Millennial generations, which comprise almost 26% of the current labor force (US

Department of Labor, 2007).

This review of the literature has been divided into eight primary sections. The first

three sections are related to the following topics: the generations, generational

differences, and differences in technology adoption. The next four sections address the

topics of e-learning, satisfaction, learner satisfaction, and the culmination of these factors

into e-learning satisfaction. The final sections describe the research instrument and

summarize the topics that were hypothesized to be affected by generational differences.

The Generations

According to Ryder (1959), a generational cohort is "the aggregation of individuals

(within a defined population) who experience the same event within the same time

interval" (p. 11). The concept that a group of people could be united by the sharing of the

experience of common historical events due to being born in a specific time period was

first introduced by Karl Mannheim in the early 1920s. In the present day, the concept has

found its way into popular culture through recognized archetypes such as "Baby

Boomer," "Gen-Xer," "Gen-Y," and "Millennials."

10
 Demographic profiling is basically an exercise in making generalizations about

groups of people. As with all generalizations, many individuals within these groups will

not fit the profile. Demographic information is summative and probabilistic information

about groups, not about specific individuals. Because of this, critics of demographic

profiling contend that such broad-brush generalizations offer such inadequate

perspectives that their practical effectiveness is questionable (Klauke, 2000; Meredith,

Schewe, & Haim, 2002). Another limitation of this framework is that it is culturally

based. For example, the generational differences outlined in this research are specific

only to the groupings and events in North America. Although the 1960s saw similar

movements occur around the world, the demographic profiles of these groups are still

very different.

A great deal has been written about the similarities and differences among the various

generations that currently share the workplace environment. Although many of the

characteristics of the various generations are agreed upon, the dates or time-periods of

these generational groups vary greatly depending upon the writer or the research cited

(Strauss & Howe, 1997; Schuman, & Scott, 1989; Klauke, 2000; Meredith, Schewe, &

Haim, 2002). Reeves' (2007) review of generational literature compared the assorted

labels and time-span dates for the cohorts reported in different sources shown in Figure 5.

11
Figure 1. Generational Parameters Across Literature

Howe & Strauss, Silent Boom 13* Generation Millennial

1991 Generation Generation Generation

1925-1943 1943-1960 1961-1981 1982-2000

Lancaster & Traditionalists Baby Boomers Generation Xers -Millennial
Stillman, 2002 Generation
-Echo Boomers
-Generation Y
-Baby Busters
-Generation Next

1900-1945 1946-1964 1965-1980 1981-1999

Martin & Silent Baby Boomers Generation X Millennials
Tulgan, 2002 Generation

1925-1942 1946-1960 1965-1977 1978-2000

Oblinger & Matures Baby Boomers Gen-Xers -Gen-Y Post-Millennials
Oblinger, 2005 -Next Gen
-Millennials

<1946 1947-1964 1965-1980 1981-1995 1995-Present

Tapscott, 1998 Baby Boom Generation X Digital
Generation Generation

1946-1964 1965-1975 1976-2000

Zemke, Raines Veterans Baby Boomers Gen-Xers Nexters
& Filipczak,
1999
1922-1943 1943-1960 1960-1980 1980-1999
Source: Reeves, T., (2007). Do generational differences matter in instructional design?

Reeves (2007) pointed out".. .it is definitely not recommended to make assumptions

about any one individual.. .based upon his/her membership in a chronological

generational cohort." However, ".. .the consensus of scholarship and opinion is that there

are generalizable generational differences that are worth taking into consideration in the

"knowledge worker" or professional workplace and other context" (p. 20). In response

to these inconsistencies, this study examined generations more as a demographic factor,

(i.e., age), than specific characteristics attributed to the individual generations.

Traditionalists

Also known as "the Silent Generation," the "Traditionalists" were born prior to 1945.

This is the oldest group still in the work force today; most are eligible for or are past

12
retirement age. However, many are still working. U.S. Census Bureau data indicates the

23.2 % of people between the ages of 65 and 74 were either working or job hunting in

2006, an approximately 20 % increase over 2000 statistics (U.S. Census Bureau, 2007).

Baby-boomers

Perhaps the most well known of the generations - and definitely the largest in

number, impact, and scope - the Baby Boomers continue to influence all areas of society.

Even as they approach retirement age, they continue to dominate workplace structures

and principles.

Baby-boomers are the people who were born from 1946 -1964. There is a great deal

of ambiguity as to the precise dates of the baby boom, but according to Schuman and

Scott (1989), Gillon (2004), and Green (2006), the range most generally acknowledged is

from 1946 -1964. The dilemma with this designation is that this range may be too

stretched for a cultural generation, although it is a period of increased births. According

to U.S. Census data, birth numbers began to drop from the peak in 1957 (4,300,000), but

changed little, by much more than 40,000 (1959-1960) to 60,000 (1962-1963) until an

abrupt decline from 1960 (4,027,490) to 1965 (3,760,358). For this reason, 1964 seems

an accurate marker for the end of the baby boom in the United States.

13
Figure 2. Birth Rates in the Twentieth Century

Births/10,000; woman (23) vs. Year

300

1940 1950 1960 1970 1980

O Year (years) O

Source: Central Virginia Governor's School for Science and Technology (2005)

Generation X

The Generation X cohort is made up of individuals born between 1965 and 1980.

This generation is also known as the "Invisible," "Forgotten" or "13th" generation due to

its meager numbers and perceived lack of a defining social identity in the wake of the

Baby Boomers. The "X" designation has been an "unable to shake" stereotype, even as

they begin to turn 40 (Asthana & Thorpe, 2005).

Generation Y/Millennials

The Generation Y cohort is made up of those individuals born between 1981 and

2000. Use of the term Generation Y to describe any group of individuals is controversial

for a variety of reasons. "Generation Y" alludes to a succession from "Generation X," a

term originally coined as a derogatory label. The expression "Echo Boomers" was also

14
used to highlight the generation's obvious link to the main childbearing years of Baby

Boomers. Another attempt to link these generations is the use of the term "Second Baby

Boom" to allude to the population growth that Generation Y represents. The names

"Millennials" and "Internet generation" endeavor to apply to the Gen Y cohort a more

independent designation that is connected to key events and cultural trends which are

clearly linked with the generation. No single term is the "correct" term to describe

members of this generation. For this reason, this cohort is also commonly referred to as

the Millenniums as this group was viewed as the "graduating class of 2000" (Strauss &

Howe, 1991). For this study, the term "Millennial" is used instead of "Generation Y".

Workforce and Economic Implications

The current workforce composition is illustrated in Figure 7.

Figure 3. 2007 Labor Force Based on Generation

8%

Traditionalists
Baby Boomers
Generation X
Millennials

Note: Data computed using information from the United States Department of Labor Bureau of Statistics,
Labor Force Statistics for the Current Population 2007.

15
 U.S. Bureau of Labor Statistics show that the total labor force is projected to increase

by 8.5 % during the period from 2006 to 2016, but when analyzed by age categories, very

different trends emerge. The number of workers in the youngest group, ages 16-24, is

projected to decline during the period while the number of workers ages 25-54 will rise

only slightly. In sharp contrast, the number of workers ages 55-64 is expected to climb by

36.5 %. But the most dramatic growth is projected for the two oldest groups. The number

of workers between 65 and 74, and those 75 and up, are predicted to soar by more than

80%. By 2016, workers age 65 and over are expected to account for 6.1% of the total

labor force, up sharply from their 2006 share of 3.6% (U.S. Bureau of Labor Statistics,

2007).

With the continuous shift to a global economy, the U.S. workforce is facing real

competition. According to research by Gunderson, Jones, and Scanland (2005), India is

graduating twice as many students from college as the United States, while China is

expected to graduate three times as many. Examining the areas of science and

engineering provides a microcosm of the issue, one that is vital to the local, regional, and

Texas economy.

16
 The United States has an estimate 380,000 full-time engineering
students compared to the 3,700,000 in China.
Five percent of students in the U.S. earn undergraduate degrees in
science and engineering compared to 42% of students in China.
The U.S. will graduate 198,000 students to replace the 2 million Baby
Boomers in these fields scheduled to retire in 2008.

According to research from the National Science Foundation (2007), first-time, full-

time, graduate foreign student enrollment in science and engineering fields has increased

by 45% over the 10-year period from 1996 to 2006. Additionally, findings indicate that

while first-time, full-time foreign student enrollment grew in every field between 2005

and 2006, there was a decline in U.S. citizen and permanent resident enrollment in over

half these fields.

According to U.S. Census Bureau projections (2007), the United States will face

dramatic demographic changes in the next 10-20 years. The population is expected to

grow more slowly but age more rapidly, with the share of the population over 65

climbing to a succession of new record highs. Population projections to 2030 indicate that

further and more dramatic growth is still to come. This increase is, in part, due to longer

life expectancies and the aging of the Baby Boomer generation. The United States will

once again become a nation of immigrants. Well over half of the increase in the U.S.

population will be caused by the inflow of new immigrants and their children.

Today, the older population represents just over 12% of the U.S. population; about

one in every eight Americans is 65 or older. By 2030, the U.S. Census Bureau projects

that one in every five, or 20% of the U.S. population, will be 65 or older. As the older

17
population continues to increase in size and proportion, and as individuals continue to

live longer post-retirement, changes in where older Americans live, or the "geographic

distribution of the older population will likely have broad implications for federal, state,

and local governments, as well as economies.

Older Americans are not unlike the rest of the U.S. population in that they live in the

most populous states and within major metropolitan areas. Older Americans are less

likely to move than the younger population. However, of those who do move, the

pattern has been to move from colder to warmer climates, from larger metropolitan areas

to smaller cities and towns, and from higher to lower cost of living areas. Over the past

few decades, this has led to increases in the older population in some states in the South

and West, and in major metropolitan areas and counties within these states.

Changes in the geographic distribution of the older population affect not only the

states on the receiving end of the retirement migration, but also states experiencing

population change due to older and younger residents leaving the state (Frey, 2003).

According to some researchers, the changing demographic distribution of the population

may result in disparities between resources and needs, including services, housing,

workforce, and skills (Frey, 2003).

In 2005, just over half of the total U.S. population age 65 and older lived in 10 states

- California, Florida, New York, Texas, Pennsylvania, Ohio, Illinois, Michigan, New

Jersey, and North Carolina. The four top states in terms of total population; California,

Florida, New York, and Texas, accounted for almost one-third of the entire U.S. older

population (31%).

18
 Many state and local communities are experiencing increases both in size and

proportion of their older resident populations. Additionally, some states and

communities have been identified as retirement "magnets," popular retirement destination

spots. These retirement hot spots - many in sunbelt states such as Florida, Arizona, and

Texas - are popular typically because they have warmer climates, lower costs of living,

and lower population densities. Popular destination states have experienced an influx of

older migrants who are typically in the immediate post-retirement years, between the

ages of 65 and 74, with considerable disposable income, married, and in favorable health.

Some experts believe that areas experiencing growth from increases in consumption of

local goods and services, a net increase in state and local tax base, and greater community

involvement, are results of an active retirement population (Frey, 2003).

As the economic and health status of older individuals declines with advanced age,

states and local communities with higher concentrations of older Americans may face

increased demands for public support for resources and services. State and local

governments may have difficulty paying for these services as they face greater financial

responsibilities and have fewer young people to count on for economic support (Rodgers,

1995). For example, populations of younger workers generally have lower incomes,

depending on education levels and career stages, creating a possible decrease in state and

local tax base. This shift will be prominent across both public and private sectors, and

become apparent in numerous metropolitan areas and states.

To illustrate, 42% of state and local agency employees across the country are over

age 45. This aging trend is even more pronounced for public sector employees than it is

19
for the general workforce. An example of this trend is Washington State where more

than 50% of state workers are 45 or older, compared to 35% of the state's general

workforce. According to the "Task Force Report on the Changing Age Profile of the

Washington State Government Workforce" (2003), workers of all ages need adequate

training and support so that they can keep pace with the new technology and ways of

doing business and maintain productivity and job satisfaction. Additionally, labor force

participation rates in Washington State historically have been higher that the national

average, due in large part to a higher concentration of young people who are active labor

force participants. In 1995, the state's aggregate labor force increased to a high of 70.1%.

By 2020, the labor participation rate is projected to decline to 68.1%; most of this drop

will begin occurring in 2010. The share of the total state population that is age 65 and

over will increase from 12.2% in 2010 to 16.2% by 2020. This has a dampening effect

on the labor force growth since aging of the population alone will depress the state labor

force participation rate by about 3 percentage points, as illustrated in Figure 4.

Figure 4. Age Profile of Washington State Labor Force

60% 1

50%

1k 40%
s
m
t 30%
o
m
1 20%
i
a.
10%

0%
1395 2000 2005 2010 2015 2020

16-24 25-34 " "35-54 "" "55+

20
Source: "Task Force Report on the Changing Age Profile of the Washington State Government Workforce"
(2003).

Offering another view of this trend is the "Texas Challenge in the 21 st Century:

Implications of Population Change for the Future of Texas," which found that in the

future, the Texas labor force will be less well educated, less skilled, will earn less, and

will demand more workforce training (Murdock, 2002).

There is an objective foundation for these concerns. A study of Texas high school

graduates taking the ACT college entrance exam in 2004 found that only 18% had the

foundational skills for college and work (Pauken, 2008). Furthermore, U.S. Census

Bureau data regarding high school and college graduates, in the population 25 years or

older (as of 2004) by state, ranks Texas as 50th and 35th respectively, as illustrated in

Figures 5 and 6.

Figure 5. States Ranked by Percentage of High School Graduates + in the Population 25

years or Older, 2004
Minnesota (1)
Montana (2)
Wyominp (2}
Nebraska {4}
Utah(5)
New Hampshire (6)
Vermont jfi)
Alaska (8)
Iowa (9)
Washington (10)

Texas (50}

United States

40.0 60.0 80.0 100.0

Percent

21
Source: Murdock, S. (2002) Retrieved May 23, 2008 from http://www.tsssa.org

22
Figure 6. States Ranked by the Percentage of College Graduates + in the Population 25
Years of Age or Older, 2004

m
H B H ^ I 36,7
Massachusetts (1)
Colorado (2j
[ B H 33 56 - 45
New Hampshire (3) mHMni B^B -
Maryland (4) Mill H i 35,2
New Jersey (5) in 1 34.6
Connecticut (6)
HH^BI 1 34.5
Vermont (?) SS^SSB H | 34.2
Virginia (8) MH 1 33.1
Minnesota (9) (I 1 32.5
California {10)
I
HI 31J
Texas (35)
i -.- rrr*-- "."''24S

United States Z7.7

0.0 10.0 20.0 30.0 40.0

Percent

Source: Murdock, S. (2002) Retrieved May 23,2008 from http://www.tsssa.org

This trend is further complicated by projections that indicate by 2040 less than 13%

of the population will complete a bachelor's degree, which is a minimum requirement in

business. These projections are illustrated in Figure 7.

23
Figure 7. Projected Percentage of Labor Force by Educational Attainment in Texas, 2000
and 2040

No High High School Some Bachelor's Graduate/Prof.

School Diploma Graduate College Degree Degree

[12000 a 20401

* Projections are shown for the 1,0 scenario

Source: Murdock, S. (2002) Retrieved May 23, 2008 from http://www.tsssa.org

Recently, Tom Luce (2008), of the U.S. Department of Education was quoted as

saying, "America now graduates more sports exercise majors than electrical engineers,"

adding that "there were twice as many physics graduates in 1956 as in 2004" (p. A21).

Further illustrating the demographic shift in the workplace, Census Bureau statistics

also suggest that the number of Texans age 55 and older is expected to increase from its

current 4.6 million to more that 5.1 million by 2010 and 10.3 million by 2040 (U.S.

Census Bureau, 2007).

24
Generational Differences

A generational difference, or a "generation gap," is the common expression used to

describe wide distinctions in cultural norms between members of a younger generation

and the previous one. This term illustrates the difference in values and attitudes between

one generation and another, especially between young people and their parents. This

difference occurs when older and younger people do not understand each other because

of their different experiences, opinions, habits, and behaviors (Strauss & Howe, 1993.)

The term first became popular in America during the 1960s to describe the cultural

disparities between the "Baby Boomers" and their parents. Although some generational

differences have existed throughout history, during this era discrepancies between the

two generations grew significantly in contrast to previous times, specifically with respect

to such matters as music, fashion, drug use, war, and politics (Strauss & Howe 1993).

This may have been magnified by the unparalleled size of the young Baby Boomer

generation, which gave it unprecedented strength, impact, and eagerness to challenge

societal mores.

A generation has traditionally been defined as "the average interval of time between

the birth of parents and the birth of their offspring" (McCrindle, 2006). This definition

suggests a generation is approximately 30 years long and this corresponds with the

generations up to and including the Baby Boomers. However, while in the past this

interval has worked well for sociologists studying generations, it is thought to be

irrelevant today (McCrindle, 2006) due to two primary reasons.

25
 First, because cohorts are changing so rapidly in reaction to new technologies,

changing study and career opportunities, and because of shifting societal values, three

decades is a long time. Second, the time between birth of parents and birth of offspring

has stretched from two decades to more than three. Looking at U. S. Census Bureau

statistics, the median age of a woman having her first baby was 24 in 1976, but in 2007

the median age was just over 30 (2007). So, while the Boomers are the children of the

Traditionalists, children born in this century are more often the younger siblings of

Generation Y/Millenniums - or the children of the late-breeding Generation X. In recent

years, the median age of first-time mothers throughout the western world has reached

record highs.

So, today a generation also refers to a cohort of people born into, as well as shaped

by, a particular span of time including events, trends and developments, and the span of

time has contracted significantly (McCrindle, 2006). This may also account for the

inconsistencies in the literature regarding dates and perceived characteristics of the

various generations.

More than ever, the commonalities of today's younger generation (Generation

Y/Millenniums) cut through global, racial/ethnic, and socioeconomic boundaries. Largely

as a factor of globalization and as a result of the numerous technologies of today, a youth

from the US, UK, Australia, Germany, or Japan is shaped by the same events, trends and

developments. All countries are witnessing declines in their national birth rates, are

equally concerned by global warming, and many communicate with others globally

employing such tools as My Space and Facebook. Also, the populations of many

26
countries today, including the US, the UK, and Australia are made up of diverse cultures

and peoples, affected by the same events, trends and developments of whichever country

they call home. Likewise, those of lower socio-economic status are aware of and shaped

by the events no differently than are celebrities and members of higher socioeconomic

groups (Zemke, Raines, & Filipczak, 2000).

Generational Difference in Technology Adoption

According to the North American Consumer Technology Adoption Study

(NACTAS) Benchmark Survey of 66,707 households, which examined technology

adoption and forecasts, demographics, attitudes, and online behavior; technology use

varies widely by generation (Forrester, 2006). The data reveal that, while all generations

adopt technology, younger generations are more likely to harness technology to enhance

the ways they communicate, learn, buy, entertain, get services, and spend their time.

According to research by Reynol and Mastrodicasa (2007), the Millennial generation

has integrated technology almost completely into their lives. Their survey of 7,705

college students in the U.S. found that:

97% own a computer

94% own a cell phone
76%o use Instant Messaging (IM).
15%o of IM users are logged on 24 hours a day/7 days a week
34% use websites as their primary source of news
28%o own a blog and 44%> read blogs
49%> download music using peer-to-peer file sharing
75%o of students have a Facebook account

27
 60% own some type of expensive portable music and/or video device such as an
iPod.

NACTAS (Forrester, 2006) also found that".. .twice as many Gen Yers as Boomers

own camera phones, and five times as many use mobile data services, (p. 32)" In

addition, the social computing activities (i.e., blogs, IM, social networking) of younger

generations are approximately twice that of older generations. Social computing and

these modes of collaborative-learning become increasingly important as companies look

for alternative training scenarios such as e-learning, mobile-learning, and other forms of

learning communities and training opportunities.

E-Leaming

According to Jeffries (2000), understanding the development of distance education is

invaluable because many of the same problems facing the acceptance of current

educational innovations today have also been faced in distance education throughout its

development. Therefore, it is important to include this literature as a precursor to

understanding the evolution of today's e-learning.

Distance education is explained at the most basic level as taking place when a teacher

and the student are separated by physical distance (Moorer & Kearsley, 1996; Willis,

1993). The instructor and the student may be separated by technology such as voice,

video, and data including computer-assisted instructions (CAI), computer-managed

instruction (CMI), computer-mediated education (CME), or print.

28
 Technology-based education began with the introduction of audiovisual devices in the

early 1900s in the form of slides and motion pictures used in extension programs

(Jeffries, 2000). While instructional radio failed in the 1930s, instructional television was

viewed as an important transition in distance education. During the early 1940s, early

studies by educators revealed that student achievement from classroom television was

just as successful as from traditional face-to-face instruction (Jeffries, 2000). Nasseh

(1997) found that social support from such organizations as packing companies,

railroads, labor unions, military organizations, and the American Banking Association,

developed for distance education was an effective means to provide training opportunities

in response to war-time needs. With this support, Nasseh (1997) found that new

questions surfaced in the eyes of the public with regard to learner characteristics, student

needs and the effectiveness of communication and outcomes of distance education

courses in comparison to face-to-face programs of study.

During the early 1960s and the 1970s, many traditional colleges were faced with

rapidly escalating costs associated with traditional resident education and public

dissatisfaction with the failure of educational institutions meet the needs of a growing

mobile American population with new learning competencies (Nasseh, 1997). As a

result, alternatives to traditional approaches gained interest. With the advent of cable and

satellite in the 1970s and 1980s, the growth of distance education accelerated. Nasseh

(1997) found that many quality distance education courses were available using this

technology. Willis (1993) noted that, although technology plays a significant role in the

delivery of distance education, educators must concentrate on instructional outcomes

rather than technology. Freed (2003) noted that while tele-courses were preferred over

29
live television broadcasts, the technology was never fully adopted (Jeffries, 2000);

instructional television alone did not meet the various needs of the learner. Teacher

resistance to the technology and the expense of the television systems did little to add to

the situation.

Advancements in telecommunications and computer technologies have increased the

ability to offer distance education, but as Nasseh (1997) found, few studies have

examined in detail the students' learning experiences, effectiveness of instructional

methods, and strengths and limitations of e-learning. Within the last two decades, we

have witnessed a rapid advancement in e-learning. Although controversial issues related

to e-learning have been widespread, Wang and Liu (2003) noted that more and more

institutions and learners have embraced e-learning due to improved information

technologies.

The e-learning industry has emerged only within the last fifteen to twenty years

(Ruttenbur, Spickler, & Lurie, 2000). It has only been since the advent of digital

technologies that there has been such an interest in e-learning, due to the use of electronic

mail, the Internet, various multimedia, and the existence of the World Wide Web

(Gunasekaran, McNeil, & Shaul, 2002). The importance of these technologies to

learning has increased significantly over the last several years. In order for e-learning to

be successful, these e-learning systems must be designed and constructed with care, using

well designed procedures and techniques based upon scientific approaches (Gunasekaran,

McNeil, & Shaul, 2002).

30
 Long before e-learning shifted to the Web, learners were using technology to enhance

the educational experience. The evolution of technology-based learning had its earliest

beginnings with the development of computer-based training (CBT) using compact disc-

read only memory (CD-ROM). These CD-ROMs have the capacity to store large

amounts of information for the distribution of learning. Computers and other information

technology have impacted the distribution and accessibility of information, changing the

ways individuals learn (Njagi, 2003). According to Rendall (2001), computers were first

used to instruct students during the 1950s. However, it was not until the early 1990s

when the Internet really became accepted as a natural platform on which to offer learning

opportunities or training (Ruttenbur, Spickler, & Lurie, 2000).

The growth of technology has provided specialized communication structures that can

improve on what can be done in face-to-face classes (Kalsow, 1999). For example

computer-assisted instruction (CAI) was used to deliver math education to low-income

students in Mississippi, Kentucky, and California, using time-sharing computer networks

and employing some e-mail interactions during the late 1960s. Kalsow (1999) further

stated that this technology was more advantageous than prior technologies such as

telephone and video conferencing not only because it was cheaper, but it also provided

and promoted collaborative-learning among the students.

The growth of the Internet has had profound effects as a delivery method for

instruction, particularly with e-learning (Chambers, 2002). The ability to communicate

rapidly, access information quickly, and provide an interactive medium has made the

Internet the most promising technology for e-learning. According to Gunasekaran,

31
McNeil, and Shaul (2002), both corporate and academic agendas have recognized e-

learning as having the power to transform performance, knowledge, and skills. The

delivery of workplace e-learning is among the most promising opportunities for

improving business operations. In addition, it has the ability to eliminate barriers of time,

distance, and socio-economic status, so that individuals can take charge of their own

continuous learning, while allowing the organization and its people to keep up with the

changing global economy.

Many organizations have numerous training media to choose from. E-learning or

computer-based training provides a blended solution of self-paced training and

availability options that provide effective, convenient, less expensive, and flexible

solutions for dispersed populations with diverse training needs. According to Lewis

(1999), some of the advantages of e-learning that have produced significant

improvements in comprehension and retention, while also permitting a reduction in

training time compared to other delivery methods, include: availability to end user,

review of previous content, consistency of material, material updated in a timely manner,

applicable to different learning styles, efficient, cost-effective for small-groups,

immediate assessment and feedback functions.

Computer-based improvements are usually introduced within the educational process

to deliver knowledge; hence, the associated expression "computer-based instruction" or

"e-learning." According to Kevin Oakes, the president ofClick2Learn.com, "The way

we educate people today is the same way we educated people 2,000 years ago. Education

is the last great frontier to be revolutionized by technology" (p. 4). (O'Donoghue, Jentz,

32
Singh, & Molyneux, 2000.) Recent trends in education have given priority to the

incorporation of technology into the curriculum.

In a report published by eMarketer in August of 2003, "the U.S. currently holds about

$750 million of the global education and training market, estimated to total about $2

trillion worldwide. A small piece of that market, e-learning, has grown from roughly

$6.5 billion in 2002 to an estimated $23.7 billion by 2006, eventually hitting $50 billion

in 2011" (para. 12). Consequently, instructional designers are confronted with numerous

concerns and challenges that require e-learning to technologically thrive with an

enormous pay-off for those who do well.

The concentration of e-learning or instructional technology, within the discipline of

pedagogy is a rather modern model, considering the span of time that education has

played a vital function in the development of the human psyche. Psychologists have

proposed that an individual's personality preferences impact the way they may or may

not want to become more dynamically involved in their learning, as well as

accountability for the self-direction and discipline that is necessary when e-learning is

used (Soles & Moller, 2001). All people have varying abilities and react in different

ways to the-learning environment, resources, and delivery methods that they are offered.

According to a study by Soles and Moller, "The better the match is between the learner

preferences and the environment, resources, and methods, the higher the potential for

learning achievement to occur" (2001, p. 8).

When designing for effective e-learning, a variety of learning styles and learner

characteristics such as age, background, environment, interest, and educational level

33
should be integrated into the design of the computer-based training module. It is

suggested that instructional designers develop alternative activities to accomplish the

equivalent curriculum and learning objectives. According to Clark (1983), there is no

reason to expect different learning outcomes from an instructional design delivered

through different media. However, learners may have a preference for one type of media

over the other. For this reason, employees should be offered the option of choosing

alternative activities that are most appropriate for their individual learning styles.

The 1999 Milken Exchange Report analyzed seven recent research studies and their

findings (Schacter, 1999). One noteworthy finding is that in learner perceptions, the

ability to effectively use instructional technology is considerably more important than

whether or not technology had actually been employed during the training. The analysis

of the most notable study evaluated in the Milken Report outlines meta-analysis research

that was conducted by James Kulik (1994) to analyze more than 500 individual studies of

computer-based instruction. Kulik found higher achievement on average for students

who received e-learning instruction; students learn more in less time when using e-

learning; and learners like their classes and have more positive attitudes when e-learning

is an element of the e-learning process.

Michael Allen (2003) suggested there are three characteristics of e-learning that

provide a successful learning construct. These characteristics are:

1. Individualization - Each learner can work as quickly or slowly as needed

or desired.

34
 2. Active participation - E-leamers can be continuously active, working at

tasks that are tailored to their precise needs and levels of readiness.

3. Available 24/7, everywhere - There's no need to travel or wait to hold a

class until there are enough learners available, or to adjust work

assignments to fit schedules.

Another facet of e-learning is a variety of modes of learner support (Pollard &

Hillage, 2001). Organizations offer services such as e-mails; online conferencing, and

communities of practice (COPs) or collaborative-learning communities (LCs) that

develop organically, where peers contribute their knowledge and best practices. Other

modes of learner support include formal collaboration between trainers and learners,

more specific and informal learning opportunities by means of coaching or mentoring and

individual learners, are other learner support systems evident in organizations (Pollard &

Hillage, 2001).

Satisfaction

In response to the demographic changes occurring, organizations have become

increasingly concerned about retaining existing employees. Measuring employee

satisfaction offers an indication of how successful the organization is at presenting

effective training and benefits to its employees and offers additional insights regarding

retention efforts.

35
 Because satisfaction is essentially a psychological state, consideration should be

given to quantitative measurement, even though an extensive body of research in this area

has been developed. Research by Berry and Brodeur between 1990 and 1998 identified

several "Quality Values" that affect satisfaction behavior (Berry & Brodeur, 1995) these

were expanded by Berry and are known as the ten domains of satisfaction (Berry, 2002).

Some of these domains of satisfaction include: quality, value, efficiency, ease of access,

environment, and innovation. These elements are highlighted for continuous

improvement and organizational change measurement and are, as a rule, utilized to

develop the architecture for satisfaction measurement as an integrated model.

Shih (1998) described an attitude as a person's tendency toward an object as being

either favorable or unfavorable that develops as a result of experience and predisposes

him or her to act in a predictable manner. According to Irvin (2003), attitudes will

determine the success or failure, acceptance or rejection of something new. Furthermore,

researchers argued that the intent to perform certain behaviors can be predicted from past

behavior and attitudes. Irvin (2003) found that computer attitudes such as anxiety,

confidence, liking, and usefulness were significant in determining the likelihood of

passing an e-learning training module offered in an industry setting. Additionally, Irvin

found that when these four attitudes were combined with age, education, and computer

experience, only liking was found to be statistically significant in predicting successful

use of an e-learning training module.

According to Miller and King (2003), motivation theories acknowledged both

external (material or social rewards) and internal (personal satisfaction) forces. Research

36
has demonstrated a link between achievement, motivation, and learner perceptions, and

attitudes (Taplin & Jegede, 2001). Previous research has provided some insights about

factors that contribute to the success or failure of students, not only in a traditional

environment, but also in e-learning. These factors include purpose and motivation for

learning, perceptions and attitudes, along with previous educational experiences (Taplin

& Jegede, 2001).

Learner Satisfaction

Learner satisfaction is an indistinct and conceptual idea and the concrete

demonstration of the condition of satisfaction will fluctuate from person to person and

content to content. The condition of satisfaction is dependent on a variety of both

psychological and physical elements that are associated with satisfaction behaviors such

as retain and recommend rates. The degree of satisfaction can also differ depending on

additional alternatives the leaner/employee may have and other options against which the

learner/employee can compare the training.

Technology can provide the learner with significantly more effective ways of learning

to increase performance than traditional learning techniques (Block & Dobell, 1999). As

Block & Dobell, (1999) explained, e-learning can be student-centered in that it allows for

multisensory stimulation such as video, audio, animation, and interactivity that can

enhance-learning. Bixler (2001) noted that different modalities provided learning benefits

37
to the students. Additionally, e-learning may allow the student to proceed from concrete

experiences toward an understanding of abstract theory (Block & Dobell, 1999).

Literature on adult education supported the premise that effective adult learning must

include simulations. According to Cranton (1989), "A great deal of learning, particularly

in the effective and psychomotor domains, takes place in situation where the participant

is actually involved in performing tasks" (p. 86). E-learning facilitates collaborative-

learning; learners are able to think more critically, better analyze information,

communicate more effectively, work more cooperatively within groups, and make more

logical arguments (Block & Dobell, 1999).

In a study conducted by Shih (1998), student characteristics, their attitudes toward e-

learning, and how often they accessed different computer functions affected their

achievement. Furthermore, Shih (1998) found that motivation and learning strategies

were the two most important factors in student achievement for e-learning and

recommended that educators provide learners with various learning opportunities to

promote learner achievement.

Student success has been measured in numerous ways, including student

achievement, self-perception of learning performance, student satisfaction, and student

attrition from courses and programs (Bernard & Amundsen, 1989). Student completion

and non-completion are the measurements used most often in e-learning research

(Garrison, 1987).

In a study of students' perceptions of web-based e-learning courses, Ham (2002),

found that students' attitudes about computers were positively correlated with their

38
attitudes about the Web, and that their attitudes about computers were also positively

correlated with overall satisfaction with the web-based course. Ham (2002) proposed

that student satisfaction and success is an important element for study in web-based

courses and that few empirical studies exist that investigate satisfaction among e-learners

in the workforce.

In the corporate training setting, learner satisfaction, learner outcomes, and results

back on the job are primary outcomes. There is an emphasis on business results since the

goal of training is to provide employees with the requisite knowledge skills to allow them

to be more effective and efficient (Rovai, 2002). This is usually accomplished by a

summative evaluation in which the effectiveness of the training program in

accomplishing its stated goals is measured. As senior executives demand more

accountability from training efforts, interest is certain to increase in measuring and

reporting results. Kirkpatrick (1975) first presented a four-level model of evaluation that

has become a classic in the industry. These four levels of evaluation include: Level One,

reaction; Level Two, learning; Level Three, behavior; and Level Four, results. These

levels can be applied to technology-based training as well as to more traditional forms of

delivery. Because learner satisfaction is a key variable associated with e-learning, it is a

key focus of this study.

Elliott and Shinn (2002) reported that studies exploring learner satisfaction are

usually based on a cognitive process in which the students compare their prior

expectations of either product or service outcomes with perceived product or service

performance. Satisfaction results when the perceived performance meets or exceeds the

39
learner's expectations. Johnson, Aragon, Shaik, and Palma-Rivas (1999) discovered that

perceived performance and expectations are positively related. Based on this finding,

Johnson, et al, (1999) concluded that expectations directly influence perceived

performance.

Studies of the relationships between learner satisfaction, interest, and the resulting

performance go back to the 1960s. Blunsdon, Reed, McNeil, and McEachern (2003)

have summarized the research on this topic. Some studies, such as Gordon and Alf

(1962), have found high correlations between satisfaction and performance. Other

studies have found very little relationship between satisfaction, interest, and performance

(Clifford, 1972). The current study does not intend to examine the relationship of e-

learning satisfaction and performance. However, it is important to acknowledge that there

is a body of research that builds upon the learner satisfaction research.

A few studies have concentrated exclusively on creating assessments of learner

attitudes as the first step in an evaluation of distance education (Barker, 1987; Barron,

1987; Harrison et al., 1991; Johnson, et al., 1999). These studies recognized the critical

role that learner satisfaction plays in shaping key educational outcomes. Negative

reactions to a program can diminish support for the program and negatively affect

learning (Biner, 1994).

Lam and Wong (1974) found that, surprisingly, the level of satisfaction is not affected

by whether the training content fulfills the interest or needs of the learners. Additionally,

Kerwin (1981) established that (a) the setting and facilities for training and (b)

instructors' degree of respect for learners will influence-learning satisfaction. Davis

40
(1990) theorized that a learner's involvement, the instructor's abilities, and individual

personality will have a positive influence on learner satisfaction. Biner, Dean, and

Mellinger, (1994) also found that trainers' attitudes regarding instruction, technology,

course management, the organization, training materials, support services, and

communication, will directly affect learning satisfaction. Urdan and Weggen (2000)

proposed that learners' satisfaction with the curriculum can be measured by several

factors: course content, method of instruction, instructional material, environment, and

lesson value.

Lieb (1991) suggested that just as there are motivations, adult learners also

experience barriers to participating in learning. These barriers can include lack of time,

money, confidence, interest, opportunities to learn, and scheduling problems. Barriers are

partly responsible for a disconnect between what traditional education provides and what

society wants. Additionally, access to lifelong learning will become more critical to

employees seeking learning opportunities and employers who are being pressured to

provide better access to learning (De Alva, 2000). Training workers in an efficient and

effective way becomes critical for knowledge management in industry and makes the

corporate knowledge management market the most promising for e-learning (Wild,

Griggs, & Downing, 2002).

E-Learning Satisfaction

Perceived learner satisfaction is a critical variable for corporate employees using e-

learning as a training resource, since learner satisfaction is significantly related to a

41
number of coveted educational outcomes. Research shows that some of the benefits of

student satisfaction with e-learning include lower learner attrition, greater numbers of

program referrals from enrolled students to others, higher levels of student motivation,

and learners expressing a greater commitment and loyalty to the e-learning program

(Biner, et al., 1997). Furthermore, student satisfaction may have an impact on whether

students elect to take additional e-learning courses (Arbaugh, 2000).

The reasons Guolla (1999) chose learner satisfaction with a traditional face-to-face

course as a key outcome also apply to e-learning environment where communication

takes place via the online curriculum:

".. .the concept of satisfaction is relatively unambiguous. [It] easily reflects

outcomes of reciprocity that occur between students and the instructor... [and] keeps

an instructor on his or her toes as a double-check to make sure that material is

relevant and current or that students see themselves learning." (p. 91)

This idea may also apply to instructional designers and subject-matter experts in the case

of completely computer-based e-learning courses.

Due to the assumed benefits associated with e-learning, the notion of combining

technology and learning to train employees has gained broad appeal in organizations

(Kirk, 2002). Much attention has been given to mandated versus voluntary e-learning

training, because supervisors could easily track employees' progress through electronic

means rather than manually through the use of learning-management systems (LMSs);

mandated e-learning has increased because it can be tracked (Tucker, 2005). To help

42
reduce human resource development costs, private and public companies alike choose to

offer e-learning classes to their employees. Although there is an underlying assumption

that employees will be as accepting as management of e-learning, this may not be the

case; studies show that it is often more than reduced training costs to get the employees

attention and motivate them to use e-learning (ASTD & MASIE, 2001).

Implementing e-learning in organizations does not come with an employee-

satisfaction guarantee, especially when the training sessions are mandated. Employees

may be more satisfied with voluntary rather than mandated programs because they

themselves decide which topics that interest them. When determining the success of e-

learning, satisfaction may need special attention (Wang, 2003). In a 2002 study

conducted by ASTD, 95% of organizations surveyed employees' reactions to online

training. E-learning surveys completed after a course was completed provided training

managers with important information regarding learners' satisfaction or dissatisfaction

with the course (Chute, Thompson, & Hancock, 1999). The wide use of satisfaction

measurements employed by training managers suggests that e-learner satisfaction

deserves more attention.

For training professionals, one of the main reasons to develop satisfaction measures

in e-learning is to predict learner behavior (Wang, 2003). Specifically, Kirkpatrick's first

level (reaction level) of evaluating learning measures whether or not learners like the e-

learning course. Some sample questions that reflect the reaction level are the following:

"Are students satisfied with what they learned?" "Do they regard the material as relevant

to their work?" "Do they believe the material will be useful to them on the job?"

43
(Strother, 2002, p. 3). According to Downey (2006), a computer-related attitude that has

received considerable attention is the potential learner's affect or the feeling of dislike or

like toward computing. When accurately assessed, attitudes can predict either positive or

negative outcomes. The Theory of Reasoned Action proposes that beliefs, which are

influenced by attitudes, help to determine an individual's behavior (Ajzen & Fishbein,

1980). This theory suggests that positive feelings toward online training indicate a

positive attitude in using e-learning and vice versa. Ajzen's (1988) attitude-behavior

theory asserts that individuals learn to like objects, such as e-learning training programs,

if they believe the objects have desirable characteristics, such as usefulness for their jobs.

Employees who participate in online training are likely to continue to use e-learning

programs. A review of the literature revealed a correlation of satisfaction and future

usage intentions; thus, e-learners with increased levels of satisfaction will have high

levels of reuse intention (Wang, 2003). Several researchers (Bharati, 2003; DeLone &

McLean, 1992; Doll, Ziaodong, Raghunathan, Torkzadeh, & Weidong, 2004; Seddon,

1997) found that the success of an LMS and e-learning in general, largely depends on

user-satisfaction. Based on their findings, students who are satisfied with a LMS may

also be satisfied with the e-learning classes within the system.

Satisfaction literature also indicated that the e-learner satisfaction measure could be

either a predictor or a criterion of factors related to e-learning (Wang, 2003). Several

researchers found that satisfaction predicts course retention (Astin, 1991; Edwards &

Waters, 1982). Other investigators, measuring learner satisfaction as a criterion,

discovered that quality and usefulness were the best predictors of learner satisfaction

(Bean & Bradley, 1986). The literature also revealed that a high level of user satisfaction

44
suggests increased motivation and commitment to e-learning programs, lower mortality

rates, better learning achievement, and lower dropout rates (Biner, Dean, & Mellinger,

1994; Chen, Lin, & Kinshuk, 2004; Chute, Thompson, & Hancock, 1999; Donohue &

Wong, 1997; Kearsley, 1983). Satisfaction levels of online learners explain their word-

of-mouth and complaining behavior as well as their course retention (Bailey, Bauman, &

Lata, 1998; Wang, 2003). Motivation has a significant effect on learning (Lim & Kim,

2002). If students are motivated during the online training, they will achieve success in

the course and subsequently be satisfied (Kearsley, 1983). Computer-based learners

develop feelings of achievement, which lead to increased satisfaction (Kearsley, 1983).

This improved satisfaction and enjoyment is a common outcome in e-learning (Kearsley,

1983). In some cases, e-learners are more motivated compared to those enrolled in a

traditional classroom setting (Kearsley, 1983). However, e-learners also need special

incentives to overcome feelings of ambivalence toward or confusion about technology

and to remain motivated to continue with their e-learning course (Kearsley, 1983). If e-

learners are not motivated, they are more prone to drop out of training. The literature

reveals that the e-learning attrition factor is associated with job turnover (Kearsley, 1983)

and thus can have a serious impact on organizations, especially in the area of staff

recruitment costs. To help assess employees' attitudes towards e-learning, training

managers need to administer evaluations. E-learning surveys completed after a course

not only provide training professionals with important information regarding course

satisfaction or dissatisfaction but also can be used to make necessary changes to improve

the course (Chute, Thompson, & Hancock, 1999).

45
 Whether from the perspective of the trainer's performance, the organization, the

rationale for instruction, the training scenario, or learner satisfaction, the majority of the

research referenced to this point highlights the current models for measuring learner

satisfaction that are primarily targeted toward either organizational information systems

or classroom training environments. Many of these models, when applied to e-learning,

focus on end-user computing satisfaction or learners' perceptions of teaching

effectiveness.

Wang (2003) developed an operational and theoretical construct to examine the

factors distinctive to e-learning satisfaction (ELS). He examined the conceptual

ambiguity that exists in education psychology between teaching quality and perceived

satisfaction. By contrasting this with the current marketing literature, which sees these

two elements as related but separate, he defined e-learner satisfaction as:

.. .a summary affective response of varying intensity that follows e-learning activities,

and is stimulated by several focal aspects, such as content, user-interface, learning

community, customization and learning performance, (p. 77)

Wang's theoretical construct is potentially useful in examining factors that may create

e-learner satisfaction (i.e., instructional design) as well as behaviors affected by e-learner

satisfaction (i.e., reuse intention) (see Figure 8). This study examined the relationship of

e-learning satisfaction and demographic elements, specifically age.

Figure 8. Theoretical Framework for ELS

46
** upstream ELS downstream *-
_ , Performance-Related . . ,
Causal _ ,. _ A . . , Social & Economic
^ Beliefs *" Attitude *-Behaviors **,
Factors , . . . . Impact
(e.g., complaining) ^^Vu^
Source: Wang, Y. (2003), Assessment of learner satisfaction with asynchronous electronic learning
systems.

Survey

In psychometrics, rating scales are frequently referenced to a report that

communicates satisfaction or perception toward an object. One of the most familiar rating

scales is the Likert scale (Likert, 1932), in which a person is asked to select a category

label from a list signifying the degree of disagreement or agreement with an assertion.

The essential characteristic of any rating scale is that it consists of a number of

categories. These are customarily assigned integers. For example, the use of a Likert

scale is as follows:

Statement: I could not live without my computer.

Response options:

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Ordinarily, the numbers obtained from a rating scale are treated diametrically as

measurements by calculating means. Doing so, however, is not justified. In terms of the

levels of measurement proposed by Stevens (1946), the data are ordinal categorizations.

47
This means that to agree strongly with the above statement implies a more favorable

opinion of computers than does to agree. However, the numbers are not interval-level

measurements in Stevens' schema, which means that equal differences do not represent

equal intervals between the levels to which an individual attaches importance to

computers. For example, the difference between strong agreement and agreement is not

automatically equivalent to the difference between disagreement and agreement.

Accurately demonstrating that categories are ordinal necessitates empirical verification

based on patterns of survey responses (Andrich, 1978). For the purpose of this study

responses were treated directly as quantitative data and measures because perceptions

were being analyzed rather than real differences. Additionally, no mid-point was used to

require a positive or negative response and avoid mid-point dispersion.

Summary

The literature shows a direct relationship between learner characteristics and

measures of satisfaction. The theoretical construct of e-learning satisfaction identifies

factors distinctive to this mode of learning. However, although the relationship of these

factors to the individual characteristic of age groups has been studied (Long, et al, 2000),

the relationships across the generations needs additional examination because of the

impending demographic changes and impacts to businesses and the economy. This study

sought to investigate this relationship.

48
 CHAPTER III
Methodology

This section describes the research participants, the instrument that was used, the

process of developing and validating it, the data collection procedure, and how the data

were analyzed. This quantitative study used both descriptive and inferential statistics to

analyze the data and address the following research question:

Research Question 1

Are older participants (Traditionalists and Baby Boomers) in corporate training

sessions more or less satisfied with e-learning than younger participants (Generation X

and Millennials)?

Research Design

The type of research design necessary in every study is determined by the problem

under study. This was a cross-sectional survey of the relationships between a variety of

independent variables and generational age groups (dependent variable). Its design was

ex-post-facto and there was no manipulation of the independent variables. The inquiry

was one in which the experiences and demographics of the sample population were

collected, analyzed, and reported.

The E-Learning Satisfaction (ELS) survey developed by Wang (2003) utilizes four

factors that make up e-learning (see Figure 8). These factors are: learner interface,

learning community, content, and personalization. The resulting instrument proposes to:

49
 1. Capture multiple aspects of e-learner satisfaction that may not be considered

within single scale measures.

2. Offer insight into the nature of interrelationships of ELS elements.

3. Provide a more precise analytical means to evaluate e-learning activities

within organizations.

Figure 9. Model for assessing e-learner satisfaction

E-Leamer Satisfaction

Source: Wang, Y. (2003), Assessment of learner satisfaction with asynchronous electronic learning
systems.

To make the research process more efficient and secure, this survey was adapted for

administering on-line. On-line surveys are increasingly used by researchers (Simsek &

Veiga, 2001). These types of surveys are proving to be particularly useful for performing

50
organizational investigations to evaluate employee attitudes and perceptions. To

maximize the sample size, a specific training module was not created for this study; the

research sought rather to focus on the overall responses to e-learning as a medium, not

responses to a single example.

Population/Sample

According to Babbie (1990), ".. .survey methods are used in the study of a segment or

portiona sampleof a population for purposes of making estimated assertions about

the nature of the total population from which the sample has been selected" (p. 318). For

this study, the entire population was not practical to survey so a sample of the population

was surveyed. The efficiency of cost and simplicity afforded by on-line data collection

allowed both the time and the reliability of the data transferred for analysis and reporting

purposes.

The population for this study was English-speaking employees who have taken an e-

learning format course for their jobs. The specific content or job role was not examined

in this study; this study focused on respondents' perceptions of e-learning and

demographic data, including job type.

The sample was approximately 250 English-speaking employees of various local,

national, and multi-national companies who had taken e-learning format courses for

training. However, it was not a true random sample because every person in the

population did not have an equal chance of being selected. Numerous training groups

across multiple industries, as well as the American Society for Training and Development

(ASTD), and the E-Learning Guild sent the survey hyperlink to their employees and

members. The industries represented included: energy, medical, education, sales,

51
government, insurance, finance, and manufacturing. The organizations ranged from local

companies (throughout North America) to the North American portions of multi-national

organizations. Agreement for participation was predicated on company names and

details being excluded from all research or recording. Therefore, this sample was a

convenience sample due to the accessibility of the population and the limitations of the

research study. As a result, this was a non-probability sample, which did not allow for

calculation of sampling error. However, as this was exploratory research, a non-

probability sample should be adequate for initial investigation (Wimmer & Dominick,

2000).

Instrument

The instrument used in this study was the 24-question ELS survey (Wang, 2003),

which contains 7 demographic and 17 performance items. A Likert scale followed each

of the performance item statements. This survey has been found to have an internal

reliability of .93 and a content validity of .95, with a sample size of one hundred sixteen

employees from five international companies that had used at least one e-learning

program prior to the survey. The questionnaire collected data in the four areas of the

ELS model, which included: learner interface, learning community, content, and

personalization. These four distinct elements were determined by Wang (2003) through

factor analysis to be indicative of e-learners rather than simply end-users of e-learning

systems. The shifting of emphasis to these elements of e-learning satisfaction were

elements that had previously been omitted in the traditional framework of user

information and end-user computing satisfaction.

The questions related to the learner interface included:

52
 Q5. The e-learning program is easy to use.

Q6. The e-learning program makes it easy for you to find the content you need.

Q7. The content provided by the e-learning program is easy to understand.

Q8. The e-learning program is user-friendly.

Q9. The operation of the e-learning program is stable.

The questions related to the e-learning community included:

Q14. E-learning programs make it easy for you to share what you learn with the e-

learaing community.

Q15. E-learning programs make it easy for you to access the shared content from

the e-learning community.

Q16. As a whole, you are satisfied with e-learning programs.

Q17. As a whole, e-learning programs are successful.

The questions related to the content included:

Ql. The e-learning program provides content that exactly fits your needs.

Q2. The e-learning program provides useful content.

Q3. The e-learning program provides sufficient content.

Q4. The e-learning program provides up-to-date content.

The questions related to the personalization included:

Q10. The e-learning program enables you to control your learning progress.

Ql 1. The e-learning program enables you to learn the content you need.

Q12. The e-learning program enables you to choose what you want to learn.

Q13. The e-learning program records your learning progress and performance.

53
 The survey was adapted for administration on-line. The on-line survey was given to

respondents who received the e-mail request to participate. For security purposes, they

followed a hyperlink to a third-party server. The instrument was designed as a closed

form, divided into two main sections, demographic and satisfaction questions, and is

included in Appendix A.

Pilot Test

Access and functionality are of the utmost importance for an on-line survey. For that

reason, a pilot test was performed with 25 employees to substantiate both the accessibility

and functionality of the instrument, submission system, and recording database. This

ensured that data collection was straightforward, uncomplicated, and trouble free for

participants.

Thirty-five employees were sent the pilot request e-mail message that also included

the hyperlink to the on-line survey (Appendix A). The additional five requests over the

necessary 25 were included to account for possible non-participation by some of the

employees. The results were examined for database submission as an indication of

participants' ability to access the survey on-line, navigate filling out the survey and

submission of the completed instrument.

Data Collection

Employees from numerous organizations received an email invitation to complete the

on-line survey. By clicking a hyperlink embedded into the email, participants were

directed to the survey site and the Committee for the Protection Human Subjects (CPHS)

54
-approved consent page. Participants indicated their willingness to participate in the

survey by clicking either the "I agree" or "I disagree" radio button. Agreement directed

the participant to the qualifying question in the survey. If the employee indicated that

he/she had had e-learning in the course of company training, the full survey was available

for completion. If the employee indicated that he/she had not had e-learning in the course

of company training, the submission was designated "unable to participate" and the

employee was directed to the "Thank you for your submission" page of the survey.

The full survey included demographic data (gender, year of birth, education level,

industry, title, type of e-learning experienced) drop-down menus (including, a "prefer not

to answer" option), followed by the 17-question ELS survey. A 4-point scale was chosen

over the 5-point scale, which includes "no opinion" as a mid-point option to avoid mid-

point dispersion.

The results were submitted electronically to a database and recorded anonymously.

The data were stored in an online, password-protected database and all results were

maintained on a secure server. The data were not associated with personal identifiers. A

record number was assigned to each questionnaire as it was submitted.

Analysis

The most appropriate analysis procedures for these data were Kruskal-Wallis one way

analysis of variance followed by the Mann-Whitney U test when necessary. This was

feasible because of the ordinal and non-paired sample nature of the data (Babbie, 2005;

Wimmer & Dominick, 2000). Additionally, the Spearman rank order correlation

technique was used to estimate the relationships and directions between variables (Weber

55
2005). Additionally, factor analysis was used to confirm that the four factors of e-

learning were present in the data.

Limitations of Study

Several assumptions were made concerning research constructs and the data

collected. Based on the instrument used and previous data, the instrument was assumed to

be valid and reliable. The pilot study was used to ensure that the survey was clear and

concise. Additionally, it was necessary to assume that the participants were honest in

their responses to the survey questions, which is why it was necessary to emphasize to

participants that their responses were voluntary. These assumptions and the attempted

controls were some of the limitations of this study.

Another limitation of this research study was that because it was not a true random

sample, the results could not be generalized to similar populations (i.e. demographically

similar groups and/or industries). There was also no ability to predict possible outcomes

for groups that had not had experience with e-learning or may in the future, nor could

results be generalized to employees or generational groups internationally. An additional

limitation was that the implications of gender, education level, and economic level of the

participants were not investigated.

Summary

56
 In survey research methodology, one imperative and difficult task is employing an

instrument that satisfactorily measures what it is supposed to measure. The researcher's

obligation is to use an instrument with the following in mind: "a critical objective for the

survey researcher is to present all respondents with questions that they interpret and

understand in exactly the same way" (Jaeger, 1988). A second essential task is to acquire

the participants for the study. In this study a convenience sample was used. As an

exploratory investigation the results may be useful in future research.

A sample of approximately 250 respondents was drawn from the population. This

study employed an on-line instrument to collect demographic data, as well as responses

to the E-learning Satisfaction (ELS) survey. The analysis procedures included data

frequencies and one-way analysis of variance testing.

57
 CHAPTER IV
Report of Findings

The purpose of this study was to measure the relationships between generational

groups and e-learning satisfaction. Results are presented in the following order: (a) pilot

study, (b) sample collection, (c) data analysis and cleaning, (d) sample characteristics, (e)

descriptive statistics, and (f) research hypothesis.

Pilot Study

A pilot study was conducted to ensure the questions were clear and concise, the time

to complete the survey was realistic, the hyperlink was functional, and a reasonable

response rate could be obtained. The respondents to the pilot study provided feedback

about the questions and time required to complete the survey. The demographic section

contained items related to age, gender, job position, level of education, and types of e-

learning experienced. The other four sections contained approximately four to five items

that are short and used Likert scale questions from Wang's (2003) E-Learning

Satisfaction (ELS) survey. On the ELS survey, questions 1 through 5 related to e-

learning experience satisfaction. Questions 6 through 9 addressed e-learning content

satisfaction; questions 10 through 13 dealt with e-learning personalization satisfaction;

and questions 14 through 17 focused on e-learning community satisfaction.

The link to the pilot questionnaire was distributed to a diverse but convenient sample

of individuals in the specified population, primarily fellow employees and peers within

energy and training organizations. The population screening parameters included

individuals currently in the workforce who had completed e-learning in a corporate

58
training environment. Based on the results of the pilot study, no changes were found to

be necessary.

As determined in the methodology section of this study, the minimal number of pilot

study responses was 25. To allow for failed participation, 35 invitations to participate

were distributed. The total number of responses was 29 with 2 responses being removed

from the data. Of the two removed, one was due to failure to grant consent to participate

in the study and the other was removed because the respondent had no e-learning

experience. The final total number of responses was 27. Based on these responses the

following findings were determined: 56% of the respondents were female, versus 45%

male. The generational breakdown of the pilot study is shown in the following table:

Table 1.

Pilot Study - Generational Groups

Percentage N
Baby Boomers 52% 14
Generation X 41% 11
Generation Y 7% 2
Total 100% 27

Due to the small sample used for the pilot study, the small number of Generation Y

respondents, and the lack of Traditionalist respondents is not surprising, due to the outlier

effect of these populations entering and leaving the workforce. However, this does

indicate a possible problem with the final sample.

For the pilot study, the responses to the ELS portion of the survey were not

individually analyzed according to the parameters of the methodology for this study.

59
However, these questions were reviewed for clarity and possible skipped responses.

These portions contained no skipped responses and respondent feedback indicated that all

questions and instructions were clear and concise. Twenty-seven responses indicated

"no" to the question "Where there any items/questions or instructions that were unclear in

this survey?" Finally, the responses were examined to indicate participants' ability to

access the survey on-line, complete the survey, and submit the completed instrument. No

results or feedback indicated questions or problems in regard to any of these issues.

Sample Selection

The invitations to participate were distributed by e-mail to lists of individuals within

several national corporations and governmental agencies, members of the American

Society of Training and Development (ASTD), and the E-Learning Guild, which

comprises a diverse but convenient sample of the specified population. The population

screening parameters were individuals currently in the workforce who had completed e-

learning in a corporate training environment. As determined in the methodology section

of this study, the required minimal number of responses was 250. To allow for declined

invitations for participation, over 1000 invitations to participate were distributed.

Data Analysis and Cleaning

The data were collected using SurveyMonkey, a survey software tool. Once the

required number of completed surveys was received, the data were transferred for

analysis into a statistical software package, Systat, and the data were examined for

missing values and outliers. The data worksheet, like the survey, was divided into four

parts. The demographic section provided descriptive data about the sample, including

60
generational group, and to ensure the respondents were diverse. The three other sections

were used to gather data about participants' perceptions concerning the factors that

influence their satisfaction with e-learning for workplace training.

To test for outliers or atypical data points that did not fit with the rest of the data, 5%

of the mean was trimmed (Cohen, Cohen, West, & Aiken, 2003). This trimmed mean,

which is a measure of central tendency, is based on 90% of the cases in the middle

(Norusis, 2002). By excluding 5% of the cases with the largest values for age and 5% of

the cases with smallest values for age, trimmed means were calculated. Consequently,

outliers did not change the shape of the data set. Furthermore, as the sample size

increases, the impact of the outliers decreases (Cohen et al., 2003). According to

Tabachnick and Fide 11 (2001), a large sample reduces the influence of outliers.

Therefore, based on the literature, outliers in this study remained in the data.

As previously stated, the E-learning Satisfaction scale consisted of 15 items and two

global measures, e-learning program success and overall satisfaction. These global

measures were used solely as a valid criterion for e-learner satisfaction (Wang, 2003).

Additionally, the ELS scale consisted of the following four factors: (a) learner interface,

(b) learning community, (c) content, and (d) personalization.

To assess individual e-learner satisfaction, a comparison of norms and individual

satisfaction levels was needed (Wang, 2003). Normative data of five international

organizations (N = 116) for the select items of the e-learner satisfaction instrument was

exhibited (Wang, 2003). Compared to a mean of 80.59 (SD= 14.62) of the normative

61
data reported by Wang (2003), the employees in the present study had above average e-

learner satisfaction levels for the same 17 items.

Table 2.

Comparison of Means
# of Items N M SD Standard
Error Mean
E-learner Satisfaction 17 116 80.59 14.62 .91
(Wang, 2003)
E-learner Satisfaction 17 237 86.00 16.52 .79

(This Study)

Validity of Measures

According to Wang (2003), correlating the scores of the 15 items with the scores of

the two global measures (e.g., "As a whole, you are satisfied with e-learning programs"

and "As a whole, the e-learning is successful") will establish criterion-related validity.

Criterion-related validity is referred to as concurrent validity when the scores on one

variable and the scores on another variable are administered at the same time and a

correlation coefficient is computed (Cronbach & Meehl, 1995). The total scores (sum of

the 15 measures) on the e-learner satisfaction survey were simultaneously correlated with

the total scores (sum of the two global measures) on the validity criterion (Wang, 2003).

Within the current study, there was a positive correlation of .85 (N =237, p < .01) of the

15 measures and the two global measures. High scores on the 17-item scale were

associated with high scores on the validity criterion measure. Wang (2003) reported a

similar (r = .81, n = 116, p = .01) of e-learner satisfaction that represented acceptable

criterion-related validity.

62
 Frequency descriptive analysis and one-way analysis of variance tests were used to

either accept or reject the hypothesis and to address the research question. Descriptive

statistics and analysis of variance tests (ANOVA) were used to test the hypothesis. If

statistically significant differences were found among the generations and the dependent

variables, t-tests were performed to determine which two generations the differences

were between or if the differences existed between all four generations. All the tests

were based on a .05 level of significance.

The total number of participants was 257 with 20 responses being removed from the

data. Of the 20 removed, three were due to failure to grant consent to participate in the

study and the other 17 because of lack of e-learning experience. (Both of these responses,

as previously noted, would take the participant to the final submission page of the survey;

ending participation.) The final total of survey responses was 237.

Sample Characteristics

A total of 237 learners, 96 males (40.5%) and 133 females (56.1%), participated in

the study. Eight participants declined to answer the question regarding gender, (3.4%)

Within the sample, over half of the participants were 44 or older (54.8%), which would

represent both the Traditionalists and the Baby Boomer generations. Of those over 44

years old, 123 (51.8%) were between 44 and 62, (Baby Boomers) and 5 (2.1%) were 63

or older (Traditionalists).

63
Table 3.

Generational Groups by Percentages

Generational Group: Age Range Percentaige N
Traditionalists 63 &up 2.1% 5
Baby Boomers 62-44 51.8% 123
Generation X 43-28 41.0% 97
Millennials 27-16 3.8% 9
Prefer Not to Answer 1.3% 3
Total 237

Although this percentage may appear quite high, it is again a clear indication of the

magnitude and scope of the demographic changes taking place. While it may appear that

the difference between the older and younger generational groups is minor, (54.8% vs.

45.2%) it is important to note that of the Millennials, only those born prior to 1992, are

old enough to be eligible for the workforce as of 2008.

Additionally, as mentioned in the pilot study results, it is important to note that the

small percentages of representation by Traditionalists and Millennials (2.1% and 3.8%,

respectively) is more an indication of the outlier effects of both these groups, rather than

under-representation in the sample. For example, Traditionalists born prior to 1943 are

eligible for retirement beginning in 2008, and as previously indicated, Millennials born

after 1992 are not yet old enough to work.

64
Descriptive Statistics

Table 4.

Industries Represented
Industry: Percent N
Energy 15.6% 36
Medical 10.4 % 24
Education 12.6 % 29
Sales 4.8 % 11
Government 4.8 % 11
Insurance 8.2 % 19
Finance 5.2 % 12
Manufacturing 10.0 % 23
Other 27.7 % 64
Prefer Not to Answer 0.9 % 2
Skipped Response 2.5 % 6
r/ 237

Survey participants represented a rather wide range of industries. However, the

indication of "other" was the most prevalent answer with 27.7% (N = 64). Specific

answers to this designation were reviewed for patterns and indications of additional

groups for future research. Beyond this, the largest representations of industries were:

energy (15.6%, N = 36), education (12.6%, N = 29), and medical (10.4%, N = 24).

Table 5.

Levels of Education Represented

Percent N
No High School Degree 0.0 % 0
High School Degree 3.0 % 7
Some College 11.4% 27
Undergraduate Degree 42.6 % 101
Master Degree 32.5 % 77
Doctoral Degree 8.9 % 21
Prefer Not to Answer 0.4 % 1
Skipped Response 1.2% 3
Total 237

65
 The majority of respondents were well-educated, with slightly less than half

(42.6%, N = 101) holding at least a bachelor's degree and just under a third (32.5%, N =

77) holding a master's degree. When the number of participants that obtained a doctoral

degree is also considered, approximately 84% (N = 196) of the survey respondents had

degrees.

Table 6.

Work Position/Titles Represented

Percent N
Manager 32.5% 77
Support Staff 10.5 % 25
Teacher/instructor 19.0 % 45
Technical 14.8 % 35
Sales 3.0 % 7
Other 18.1 % 43
Skipped Response 2.1 % 5
Total 237

Many levels of organizational positions were represented in the survey sample.

While approximately one-third (32.5%, N = 77) of the participants indicated that they

held managerial roles, only a fraction (3%, N = 7) of the respondents indicated they were

in sales. There was a relatively even distribution of learners in technical (14.8%, N = 35)

and training (19.0%, N = 45) roles, as well as those that indicated other (18.1%, N = 43).

This category was reviewed for patterns and indications of additional role designations in

future research. And although a noteworthy number of "other" responses specified being

in the consulting industry, many consulting roles can be related to the industries already

represented and therefore not seen as indicative of a need for addition into future

research.

66
Table 7.

Types of E-Learning Experienced

Percentage N
CD-based 71.3% 169
DVD-based 48.1% 114
Web-based 95.0 % 225
Other 11.4% 27
Skipped Response 1.3 % 3
Total 237

The most prevalent form of e-learning experienced by survey participants in

corporate training was web-based. While almost all (95.0%, N = 225) of respondents had

encountered this style of e-learning, less than half (48.1%, N = 114) indicated having had

DVD-based e-learning. However, slightly less than three-quarters (71.3%, N = 169) of

those surveyed had experience with CD-based e-learning programs. As this question

allowed for multiple responses, there is obvious overlap in responses. The data were also

analyzed for multiple responses, and these findings are presented later in this chapter.

E-Learning Satisfaction

Overall, survey responses indicated agreement with all of the elements in the ELS-

Survey. Based on the 4-point scale, the means ranged from a high of 3.21 in response to

the statement, "E-learning programs enable me to control my learning progress," to the

lowest mean of 2.56, in response to the statement, "E-learning programs make it easy for

me to share what I learn with the-learning community," as indicated in the following

tables.

67
Table 8.

Agreement Regarding E-Learning Experience

Strongly Agree Disagree Strongly Mean N
Agree Disagree
1. E-learning programs are easy to 57 167 6 1 3.21 231
use.
2. E-learning programs make it 28 152 48 2 2.89 230
easy for me to find the content I
need.
3. The content provided by e- 31 182 16 1 3.06 230
learning programs is easy to
understand.
4. E-learning programs are user- 31 169 29 2 2.99 231
friendly.
5. The operation of e-learning 25 159 43 1 2.91 228
programs are stable.
Skipped Response 6
Total 237

Reviewing the e-learning experience questions individually, there was clearly a

positive agreement with each statement. There was minimal difference between the

mean high response of 3.21 to agreement with the statement "E-learning programs are

easy to use, " and the low mean response of 2.89, in agreement with the statement "E-

learning programs make it easy for me to find the content I need."

As illustrated in Table 8, an overwhelming majority of participants responded

affirmatively to the statement "E-learning programs are easy to use." Although the

majority did agree with this statement, approximately three times the number of the

positive respondents "agreed" (N = 167) with the statement versus "strongly agreed" (N

= 57).

These responses were examined for greater detail by and are presented along with the

analysis performed in the statistical section of the findings chapter.

68
 The data also indicate that an overwhelming majority of participants responded

affirmatively to the statement "E-learning programs make it easy for me to find the

content I need." Although the majority did agree with this statement, approximately five

times the number of the positive respondents "agreed" (N = 152) with the statement

versus "strongly agreed" (N = 28). Furthermore, a considerable number of respondents

indicated disagreement with this statement (N = 48), more in fact, than the number of

participants that "strongly agreed."

As illustrated in Table 8, a great number of participants responded affirmatively to the

statement "The content provided by e-learning programs is easy to understand." Although

the majority did agree with this statement, approximately six times the number of the

positive respondents "agreed" (N = 182) with the statement versus "strongly agreed" (N

= 31).

This table also shows that most of the participants responded positively to the

statement "E-learning programs are user-friendly." Although the majority did agree with

this statement, approximately five times the number of the positive respondents "agreed"

(N = 169) with the statement versus "strongly agreed" (N = 31). Additionally, an almost

equal number of respondents indicated disagreement with this statement (N = 29).

The data also indicate that a majority of respondents answered in a positive way to

the statement "E-learning programs make it easy for me to find the content I need."

Although the greater part did agree with this statement, approximately five times the

number of the positive respondents "agreed" (N = 159) with the statement versus

69
"strongly agreed" (N = 25). Furthermore, a noteworthy number of respondents indicated

disagreement with this statement (N = 43), more in fact, than the number of participants

that "strongly agreed."

Table 9.

Responses to Statements Regarding E-Learning Content

Strongly Agree Disagree Strongly Mean N
Agree Disagree
6. E-learning programs provide 11 124 91 4 2.62 230
content that exactly fits my needs
7. E-learning programs provide 34 183 14 0 3.09 231
useful content.
8. E-learning programs provide 31 163 33 1 2.98 228
up-to-date content.
9. E-learning programs provide 17 159 52 1 2.84 229
sufficient content.
Skipped Response 6
Total 237

Responses to e-learning content indicate that satisfaction is not as strong in this area.

Although means are still very close to "agree," most are slightly below this rating (3.00),

with a large number of participants indicating disagreement with the statement "E-

learning programs provide content that exactly fits my needs" (N = 91), which is only

somewhat less than the number of respondents who agreed (N = 124), and dramatically

higher that those who "strongly agree" (N = 11).

Another indication of this trend is the approximately 22% of respondents who chose

"disagree" in regard to the statement that "E-learning programs provide sufficient

content" (N = 52). It is also worth noting that a tremendous number of participants either

"agree" or "strongly agree" that "E-learning programs provide useful content" (N = 217).

70
 Table 9 illustrates the marginal difference between the number of respondents who

"agree" (N = 124) and those that "disagree" (N = 91) with the statement "E-learning

programs provide content that exactly fits my needs." This difference may appear fairly

substantial, but when viewed in comparison to the variations in responses among other

questions regarding content, the margin is fairly small.

In regard to the perceived usefulness of e-learning content, the data clearly illustrate

the participants' overwhelming agreement. When both "agree" (N = 183) and "strongly

agree" (N = 34) are combined, approximately 85% of respondents consider e-learning

content to be useful. It is also worth mentioning that there were no responses that

indicated "strongly disagree" (N = 0) with this statement and few that indicated

"disagree" (N = 14).

Additionally, there is strong support for the perception that "e-learning provides up-

to-date content." Although "agreement" is high (N = 163), there is only a slight

difference in the number of participants who "Strongly Agree" (N = 31) in favor of those

who "disagree" (N = 34) with this statement.

The data also indicate that the greater part of participants responded positively to

the statement "E-learning programs provide sufficient content." Although the majority

did agree with this statement, approximately nine times the number of the positive

respondents "agreed" (N = 159) with the statement versus "strongly agreed" (N = 17).

Additionally, a considerable number of respondents indicated disagreement with this

statement (N = 52), three times more in fact, than the number of participants who

"strongly agreed."

71
Table 10.

Responses to Statements Regarding E-Leaming Personalization

Strongly Agree Disagree Strongly Mean N
Agree Disagree
10. E-learning programs enable 73 138 19 1 3.23 231
me to control my learning
progress.
11. E-learning programs enable 42 156 32 1 3.04 231
me to learn the content I need.
12. E-learning programs enable 51 133 45 2 3.01 231
me to choose what I want to
learn.
13. E-learning programs record 53 151 23 3.13 227
my learning progress and
performance.
Skipped Response
Total 231

Assessment of the responses regarding e-learning personalization indicates that

satisfaction is moderately strong in this area. Although means are still very close to

"agree," most are at or slightly above this rating (3.00), with few of the participants

indicating disagreement with the statement, "E-learning programs enable me to control

my learning progress" (N = 19), which is a great deal less than the number of respondents

that "strongly agreed" (N = 73), and dramatically lower that those who "agree" (N =

138).

Another indication of this trend is the approximately 90% of respondents who chose

"agree" (N = 151) or "strongly agree" (N = 53) in response to the statement that "E-

learning programs record my learning progress and performance." A considerable

number of participants "disagree" (N = 45) that "E-learning programs enable me to

choose what I want to learn."

72
 In regard to the apparent personalization of e-learning content, the data clearly

illustrate the participants' agreement. When both "agree" (N = 138) and "strongly agree"

(N = 73) are combined, approximately 92% of respondents consider e-learning enables

learners to control their learning progress. Furthermore, very few respondents indicated

"strongly disagree" (N = 1) or "disagree" (N = 19) with this statement.

There is also strong support for the perception that "e-learning enables me to learn

the content that I need." "Agreement" is high (N = 156), and when "strongly agree" (N =

42) is added, 83.5% of respondents consider e-learning enables them to learn the content

that they need. Interestingly, there is only a marginal difference in the number of

participants who "strongly agree" (N = 42) in favor of those who "disagree" (N = 32)

with the statement.

Table 10 illustrates strong support for the perception that "e-learning enables me

to choose what I want to learn." "Agreement" is high (N = 133), and when "strongly

agree" (N = 51) is added, 77.6 % of respondents consider e-learning enables them to

learn the content that they need.

There is only a marginal difference in the number of participants who "strongly

agree" (N = 51) over those who "disagree" (N = 45) with this statement.

73
 With respect to the recording of learning progress and performance available with e-

learning, the data clearly illustrate the participants' overwhelming agreement. When both

"agree" (N = 151) and "strongly agree" (N = 53) are combined, approximately 86% of

respondents consider e-learning able to record their learning progress and performance.

Additionally, few respondents indicated "strongly disagree" (N = 0) or "disagree" (N =

23) with this statement.

Table 11.

Responses to Statements Regarding E-Learning Community

Strongly Agree Disagree Strongly Mean N
Agree Disagree

14. E-learning programs make it easy for me to 21 101 89 13 2.58 224

share what I learn with the-leaming
community.
15. E-learning programs make it easy forme to 26 126 65 7 2.76 224
access the shared content from the-learning
community.
16. As a whole, I am satisfied with e-learning 32 164 29 4 2.98 229
programs.
17. As a whole, e-learning programs are 34 161 32 2 2.99 229
successful.
Skipped Response 8
Total 237

Assessment of the responses regarding participants' e-learning communities

indicates that satisfaction is not quite as strong in this area. Although means are still very

close to "agree," all are slightly below this rating (3.00), with only a small number of the

participants indicating "agreement" with the statement "E-learning programs make it easy

for me to share what I learn with the-learning community" (N = 101), versus those who

chose "disagree" (N = 89). Even when "strongly agree" is combined with "agree" and

"strongly disagree" is combined with "disagree" the margins of difference are not

considerable (N = 122, and N = 102, respectively). A considerable number of

74
participants "disagree" (N = 65) that "E-learning programs make it easy for me to access

the shared content from the-learning community,"

Table 11 also illustrates the marginal difference between the number of

respondents who "agree" (N = 101) and those who "disagree" (N = 89) with the

statement "E-learning programs make it easy for me to share what I learn with the e-

learning community." This variation, when viewed in contrast to the deviations in

responses among other statements in the survey, is rather small.

The data also indicate that a majority of participants responded affirmatively to

the statement "E-learning programs make it easy for me to access the shared content from

the e-learning community." Although the majority did agree with this statement,

approximately five times the number of the positive respondents "agreed" (N = 126) with

the statement versus "strongly agreed" (N = 26). Additionally, a considerable number of

respondents indicated disagreement with this statement (N = 65), almost three times

more, in fact, than the number of participants who "strongly agreed."

Concerning the overall satisfaction with e-learning, the data clearly illustrate the

participants' satisfaction. When both "agree" (N = 164) and "strongly agree" (N = 32)

are combined, approximately 85% of respondents indicate satisfaction with e-learning.

There were several responses that indicated "strongly disagree" (N = 4) or "disagree" (N

= 29) with this statement.

When examining the overall perceived success of e-learning programs, this graph

illustrates the participants' substantial agreement. When both "agree" (N = 161) and

75
"strongly agree" (N = 34) are combined, approximately 88% of respondents indicate that

e-learning programs are successful. Furthermore, several responses indicated "strongly

disagree" (N = 2) or "disagree" (N = 32) with this statement.

Frequency Data

The previous reviews of data were from an overall perspective, without examination

in terms of the individual generations or demographic variables. This section will report

the findings of the data analysis by frequency response in terms of groups. Although the

data were analyzed by generation, education, and work position for every question in the

ELS survey, only those of noteworthy findings are presented here. As in the previous

reporting sections, interpretation and conclusions will be presented in Chapter 5.

The detailed findings will be presented primarily as bar graphs to aid in the

visualization of the trends and differences among groups, with the actual data being

expressed numerically in the explanation that follows each of the figures. The questions

that were found to be of greatest interest include:

Ql. The e-learning program provides content that exactly fits your needs.

Q2. The e-learning program provides useful content.

Q6. The e-learning program makes it easy for you to find the content you need.

Q10. The e-learning program enables you to control your learning progress.

Q13. The e-learning program records your learning progress and performance.

76
 Q14. E-learning programs make it easy for you to share what you learn with the e-

learning community.

Q15. E-learning programs make it easy for you to access the shared content from

the e-learning community.

Q16. As a whole, you are satisfied with e-learning programs.

Q17. As a whole, e-learning programs are successful.

Figure 10. Content Needs Responses by Generation

Traditionalists
Baby Boomer
Generation X
Millennials
jy xf <& &

.J* .$ J, &'
J;
^ <$>
<$>
<?

The above graph illustrates that in response to the statement "The e-learning program

provides content that exactly fits your needs," members of the Baby Boomer generation

were much more likely to "agree" (N = 93) than to "strongly agree" (N = 27).

77
Generation X members were likewise much more likely to agree (N = 68) with this

statement than to "strongly agree" (N = 29). However, Generation X (N = 29) was

slightly more likely to "strongly agree" with this statement than were Baby Boomers (N

= 27).

Members of the Traditionalist generation remain fairly consistent across the spectrum

from "disagree" (N = 1) to "strongly agree" (N = 2) with a very slight preference for

"strongly agree." Interestingly, members of the Millennial generation who participated in

this study, "agree" with this statement at the rate of 100%.

Figure 11. Useful Content Responses by Generation

Traditionalists
Baby Boomer
Generation X
Millennials

78
 Figure 11 demonstrates that in response to the statement "The e-learning program

provides useful content," members of the Baby Boomer generation were again much

more likely to "agree" (N = 83) than to "strongly agree" (N = 11) or "disagree" (N = 30).

Generation X members were likewise much more likely to "agree" (N = 64) with this

statement than to "strongly agree" (N = 18). However, Generation X was somewhat

more likely to "strongly agree" with this statement than were Baby Boomers (N - 11).

Additionally, Generation X was almost equally likely to "strongly agree" (N = 18) as to

"disagree" (N = 15) with this statement.

Members of the Traditionalist generation again remained fairly consistent across the

spectrum from "disagree" (N = 2) to "strongly agree" (N - 2). Members of the

Millennial generation who participated in this study fell into two response groups, with

"agree" (N = 6) being the more prevalent response than "disagree" (N = 3).

79
Figure 12. Content Ease Responses by Generation

70

60

50

40 h

30

20 h
Traditionalists
PI Baby Boomer
10
Generation X
Millennial
J?
..<&>
<r
&
<r
x&$ <$&
&

Figure 12 expresses the responses to the statement, "The e-learning program

makes it easy for you to find the content you need." Members of the Baby Boomer

Generation were more likely to "agree" (N = 69) with this statement and much more

likely to "disagree" (N = 49) than to "strongly agree" (N = 4). However, the difference

between "agree" and "disagree" among Baby Boomers is not as great as is present in

many of the other responses. Generation X members were likewise much more likely to

"agree" (N = 55) or "disagree" (N = 36) with this statement than to "strongly agree" (N =

7). Following the trend of the Baby Boomer generation, X also indicated a smaller

margin of difference between "agree" and "disagree" in response to this statement of

80
 content availability. However, Generation X was somewhat more likely to "strongly

agree" with this statement than were Baby Boomers.

Members of the Traditionalist generation were evenly split between "disagree" (N =

3) and "agree" (N = 2). The Millennial generation remained split consistently across the

spectrum from "agree" (N = 4) to "strongly disagree" (N = 4).

Figure 13. Learning Progress Responses by Generation

70

60

50

40

30

20
Traditionalists
10
Baby Boomer
Generation X
I Millennials

Vs V$
&
i!^ 9J ^

Figure 13 summarizes reactions to the statement "The e-learning program enables

you to control your learning progress." Again, the Baby Boomer Generation was much

more likely to "agree" (N = 67) with this statement and much more likely to "strongly

agree" (N = 48) than to "disagree" (N = 9). Also of interest, the difference between

81
"agree" (N = 67) and "strongly agree" (N = 48) among Baby Boomers is not as dramatic

as among many of the other responses. Generation X members were likewise much more

likely to "agree" (N = 61) or "strongly agree" (N = 27) with this statement than to

"disagree" (N = 10). Unlike the Baby Boomer generation, X pointed to a larger margin of

difference between "strongly agree" (N = 27) and "agree" (N = 61) in response to this

statement of learning progress control.

Members of the Traditionalist generation were divided across the spectrum from

"disagree" (N = 2) to "strongly agree" (N = 2). The Millennial generation once again

was divided between "strongly agree" (N = 7) and "disagree" (N = 2) with a visible

inclination toward "agree."

Figure 14. Learning Progress Recording Responses by Generation

Traditionalists
Baby Boomer
Generation X
Millennials
A J* J*

82
 Figure 14 illustrates responses to the statement, "The e-learning program records

your learning progress and performance." The Baby Boomer generation was much more

likely to "agree" (N = 78) with this statement and much more likely to "strongly agree"

(N = 35) than to "disagree" (N = 11). The combination of "agree" and "strongly agree"

among Baby Boomers is observably much higher than the "disagree" response in this

area. Generation X members were likewise much more likely to "agree" (N = 69) or

"strongly agree" (N = 18) with this statement than to "disagree" (N = 93). The Baby

Boomer generation, X showed an equal preference for "disagree" (N = 11).

Members of the Traditionalist generation were again divided across the spectrum

from "disagree" (N = 1) to "strongly agree" (N = 2) with a slight preference for "strongly

agree." Interestingly, members of the Millennial generation that participated in this

study, again, chose to "agree" (N = 7) with this statement at the rate of 100%.

83
Figure 15. Learning Community Sharing Responses by Generation

60

40

o
U

20

Traditionalists
il Baby Boomer
V
Generation X
Millennials

<? <? v v
a* &
& <a^
?^

Figure 15 demonstrates that in response to the statement "E-learning programs

make it easy for you to share what you learn with the-learning community," members of

the Baby Boomer generation split between "agree" (N = 54) and "disagree" (N = 52) in

their responses. Generation X members were likewise split primarily between these two

main poles (N = 43, 35). Interestingly, Generation X was as likely to "strongly agree" (N

= 12) with this statement as were Baby Boomers.

Members of the Traditionalist generation were consistent across the full spectrum

from "strongly disagree" to "strongly agree" with no preference indicated for any one

position. The Millennial generation members fell into three response groups, again, with

"agree" (N = 6) being more prevalent response than "disagree."

84
Figure 16. Learning Community Responses by Generation

70

60

50

40

30

20
Traditionalists
Baby Boomer
10 h
Generation X
Millennials
xO <# & &
..&" $
<?
&
&
J0

This graph illustrates results for the statement, "E-learning programs make it easy

for you to access the shared content from the-learning community." Baby Boomers were

much more likely to "agree" (N = 65) or "disagree" (N = 41) with this statement than to

"strongly agree" (N = 12). Generation X members were likewise much more likely to

"agree" (N = 59) with this statement, but more likely to "disagree" (N = 22) than to

"strongly agree" (N = 14). However, Generation X was slightly more likely to "strongly

agree" (N = 14) with this statement than were Baby Boomers (N = 12).

Members of the Traditionalist generation again remained fairly consistent across the

spectrum from "disagree" (N = 2) to "strongly agree" (N = 2) with a very slight

85
preference for "disagree." The Millennial generation mirrored this trend as well,

although trending toward "strongly agree" (N = 6).

Figure 17. Overall Satisfaction Responses by Generation

Traditionalists
31 Baby Boomer
Generation X
Millennials

dF

Figure 17 shows that all of the generations, with the exception of the

Traditionalists, indicated overwhelming agreement with the statement "As a whole, you

are satisfied with e-learning programs." However, Traditionalists showed a preference

toward "disagree" (N = 2) in response to their overall satisfaction with e-learning. Baby

Boomers also were more likely to indicate "disagree" (N = 20) as they were to "strongly

agree" (N = 16) with regard to satisfaction.

86
Figure 18. Overall Perception of Success by Generation

Traditionalists
r* Baby Boomer
Generation X
Millennials

Figure 18 also demonstrates that all of the generations, with the exception of the

Traditionalists, indicated overwhelming agreement with the statement, "As a whole, e-

learning programs are successful." However, Traditionalists showed a preference toward

"disagree" (N = 2) in their perception of the overall success of e-learning. Baby Boomers

were slightly more likely to indicate "disagree" (N - 20) than "strongly agree" (N = 16)

with regard to perception of overall success, and Generation X members were a great

deal more likely to indicate "strongly agree" (N = 17) than "disagree" (N = 8).

Participants were asked to identify the title that best describes their work position

from the following categories: manager, support staff, teacher/instructor, technical, sales,

87
and other. First, a test for homogeneity of variances, the Levene's test, was employed.

The significance level of the Levene's test for e-learner satisfaction scores was less than;?

= .05, violating the assumption of equal variances.

Second, ANOVAs for e-learning satisfaction were calculated. The analysis of

variance test revealed there were significant mean differences among e-learner

satisfaction means/= 5.90, p = .003 for managers, technical, and teacher/instructor.

Figure 19. Overall Satisfaction Responses by Position

uu

40

Prefer Not to Answer

Manager
20 \C Support Staff
Teacher/Instructor
Technical
Sales
Other

dp . cS? ^ %&

& &
*&

88
Figure 20. Overall Perception of Success by Position

uu

40

Prefer Not to Answer

Manager
20 ISupport Staff
9 Teacher/Instructor
Technical
Sales
Other
/
jy ^

Figures 19 and 20 illustrate the differences present in the perceptions of e-learning

success and e-learning satisfaction were overwhelmingly supported by participants who

describe their work positions as manager, technical, teacher/instructor, and other,

respectively.

Participants were asked to identify the title that best describes their highest level of

education completed from the following categories: high school, some college,

undergraduate degree, master's degree, and doctoral degree. First, a test for homogeneity

of variances, the Levene's test, was employed. The significance level of the Levene's

89
test for e-learner satisfaction scores was more than;? = .05, verifying the assumption of

equal variances.

Figure 21. Overall Satisfaction Responses by Education

High School
M Some College
Undergraduate Degree
Master Degree
; ; Doctoral Degree
Prefer Not to Answer

# # #

<f
$&

Figure 21 illustrates that the perception of e-learning satisfaction is higher among

those participants who said they have a master's degree level education, well over all

other education levels (N = 70).

90
Figure 22. Overall Perception of Success by Education

70

60

50

40

30
High School
Some College
20
Undergraduate Degree
Master Degree
10 Doctoral Degree
Prefer Not to Answer
& J1
^
c&

Figure 22 illustrates that the perception of success in e-learning programs is markedly

higher among those participants who indicated they had an undergraduate degree level

education, well over all other education levels. Interestingly, this positive perception

continues with this group in matters of degree, as indicated by the "strongly agree"

responses.

91
Figure 23. Overall Satisfaction Responses by Industry

I I I I

40
'is Energy
. Medical
30 Education
Sales
Government
20 Insurance
Finanace
Manufacturing
10
Oiher
Prefer Not to Answer
_MIJL HH jllflL

The positive perception of e-learning satisfaction is higher among those

participants who indicated they were involved in the "energy" and "other" industries,

well above that of the other industries represented.

Inferential Statistics

The level of statistical significance used in this study is the probability value (p) ofp

< .05. Ap equal to .05 means there is a ninety-five percent level of confidence that the

results were not due to chance. Based on this criterion, only those results found to be

statistically significant are presented here.

92
Table 12.

E-Learning Stability Responses by Generation

Group Count Rank Sum
Traditionalist 4 505.00
Boomer 129 13,811.00
X 93 12,116.00
Millennial 6 596.00

H= 10.513 p-value is 0.015 assuming Chi-square Distribution with 3 df

In response to the survey statement, "The operation of the e-learning program is

stable," differences between the generational groups were found to be statistically

significant based on the findings ofH= 10.51 and a/?-value of 0.015 and assuming a chi-

square distribution with 3 degrees of freedom (df).

Table 13.

Learning Progress Control Responses by Generation

Group Count Rank Sum

Traditionalist 4 307.00

Boomer 129 16,286.00

X 93 10,055.00
Millennial 6 380.00

H= 12.35 jo-value is 0.006 assuming Chi-square Distribution with 3 df

The data shown in Table 13 in response to the survey statement, "The e-learning

program enables you to control your learning progress," differences between the

generational groups were found to be statistically significant based on the findings of H -

12.35 and a/>-value of 0.006 assuming a chi-square distribution with 3 degrees of

freedom (df).

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Table 14.

Learning Progress Control Responses by Education

Group Count Rank Sum
High School 1 89.50
Some College 7 732.50
Undergraduate Degree 26 3,281.00
Master Degree 102 11,182.50
Doctoral Degree 75 8,457.50

H= 14.142, p-value is 0.028 assuming Chi-square Distribution with 6 df

As indicated by the data shown in Table 14 response to the survey statement, "The e-

learning program enables you to control your learning progress," differences between the

levels of education were found to be statistically significant based on the findings of H-

14.14 and a/?-value of 0.028 assuming a chi-square distribution with 6 degrees of

freedom (df).

Table 15.

Learning Community Responses by Education

Group Count Rank Sum
High School 1 218.00
Some College 7 1,142.00
Undergraduate Degree 26 3,180.50
Master Degree 100 11,689.50
Doctoral Degree 74 7,392.50

H- 15.62, p-value is 0.016 assuming Chi-square Distribution with 6 df

Table 15 indicates that in response to the survey statement, "E-learning programs

make it easy for you to share what you learn with the-learning community," differences

between the levels of education were found to be statistically significant based on the

findings of H= 15.62 and a/rvalue of 0.016 assuming a chi-square distribution with 6

degrees of freedom (df).

94
Table 16.

Overall Satisfaction Responses by Education

Group Countt Rank Sum
High School 1 210.500
Some College 7 798.00
Undergraduate Degree 27 3,446.50
Master Degree 99 10,760.50
Doctoral Degree 74 7,749.00

// = 13.17, p-value is 0.040 assuming Chi-square Distribution with 6 df

Table 16 shows that in response to the survey statement, "As a whole, you are

satisfied with e-learning programs," differences between the levels of education were

found to be statistically significant based on the findings ofH 13.17 and a/-value of

0.040 assuming a chi-square distribution with 6 degrees of freedom (df).

Table 17.

Content Responses by Industry

Group Count Rank Sum
Energy 38 4,158.50
Medical 23 2,105.00
Education 29 3,965.00
Sales 13 1,812.00
Government 13 1,420.50
Insurance 20 2,331.50
Finance 12 1,611.00
Manufacturing 23 2,543.00
Other 61 6,734.50
Prefer Not to Answer 2 347.00

H= 17.50, p-value is 0.041 assuming Chi-square Distribution with 9 df

As indicated by the data shown in Table 17, response to the survey statement, "The e-

learning program provides useful content," differences between the represented industries

were found to be statistically significant based on the findings ofH= 17.50 and a p-value

of 0.040 assuming a chi-square distribution with 9 degrees of freedom (df).

95
Table 18.

Learning Community Responses by Industry

Group Count Rank Sum
Energy 37 3,860.00
Medical 23 2,231.50
Education 28 3,937.50
Sales 13 1,814.50
Government 13 1,250.00
Insurance 20 2,740.00
Finance 12 1,429.50
Manufacturing 23 2,801.50
Other 60 5,962.50
Prefer Not to Answer 2 308.00

H= 20.43, p-value is 0.015 assuming Chi-square Distribution with 9 df

Table 18 shows that in response to the survey statement, "The E-learning programs

make it easy for you to share what you learn with the-learning community," differences

between the represented industries were found to be statistically significant based on the

findings ofH= 20.43 and ap-vahie of 0.015 assuming a chi-square distribution with 9

degrees of freedom (df).

96
 CHAPTER V
Conclusions

As was proposed in the literature review, e-learning is becoming increasingly

important in the corporate training environment. Changes in technology, employee

demographics, globalization and financial incentives are driving organizations to move

traditional classroom training functions to e-learning environments. A number of studies

suggest that companies can make this evolution while meeting learner satisfaction

(ASTD & Masie, 2001; Guolla, 1999; Long, et al., 2000).

The relationship of demographics and e-learning satisfaction were examined in this

study. This chapter contains discussions of the interpretations, possible implications, and

conclusions that have surfaced as a result of this analysis of the data. The results of this

study have indicated that overall satisfaction with elements of e-learning is both fairly

significant and moderately stable. However, as individual details are examined it became

obvious that not only are specific elements in need of improvement, but some of the

lower level of satisfaction is common across generational lines.

Although this study did not research behavioral intentions, it is important to note that

e-learner satisfaction will affect employees' decisions to either complete or drop out of

mandated e-learning training programs (Liaw, 2006; Wang, 2003). Since many of these

programs are not optional, organizations will benefit from knowing employee satisfaction

levels with regard to e-learning. Thus, the data retrieved from satisfaction surveys may

provide training managers with some insight as to whether the mandated online training

would be successful.

97
Personalization

The data in this study indicated that the majority (84%) of respondents held an

undergraduate degree or higher. Although this may be a factor of the industries and/or

positions in the sample, it points to the need for e-learning design to be based more

closely on the audience the modules are intended for, not just a basic "lowest-common

denominator" design. The research indicated higher satisfaction and perception of

success with e-learning by those with higher levels of education. Interestingly,

satisfaction was highest for those that had obtained a master's degree, while perception of

success was highest for those at the undergraduate level. Although the research did not

address this directly, this difference may be a result of more graduate and undergraduate

exposure in recent years to both e-learning concepts and opportunities.

Another indication of the importance of designing for a specific audience is high and

consistent agreement in the area of personalization. The data show satisfaction with the

ability of e-learning to allow learners to control their progress, learn the content, and

record their learning. However, it is unclear if this satisfaction is a reaction to the ability

to practice time-shifting, "chunking" and time-management to align training content

availability with personal best opportunities for learning. They were expected by

management to take the required or requested training programs as to perform their

98
normal daily job responsibilities. By these programs being available on-line, employees

could meet these demands without having to leave the office or suspend working on a

time-sensitive, job-related task. Because the trainings are computer-based, employees

could take them in one sitting or over a period of time. Unlike classroom training, e-

learning gives employees the ability to start and stop the training session if their jobs

demand immediate attention. For example, employees could sign themselves off in the

middle of an online class to attend to other work-related tasks and return at a later date to

the same place without having to start at the beginning of training. This is not possible in

a traditional classroom environment. If an employee had to leave a training session early,

that session would have to be rescheduled at a later date convenient both to the trainer

and the other members of the class. Rescheduling a classroom training session is often

time consuming and inconvenient because it involves shuffling work schedules. This

could impact work productivity because employees may spend more time adjusting their

schedules, such as canceling meetings or rescheduling appointments rather than working.

Based on the results of this study, one might conclude that employees were satisfied with

e-learning sessions because they were able to complete them during times that were

conducive to their work schedules. E-learning training sessions may be divided into

smaller, more manageable parts or modules. Taking several modules in one sitting rather

than the entire eight-hour training gives employees the opportunity to balance other daily

work-related responsibilities.

The results obtained in this study supported the research findings of Peng, Tsai, Wu

(2006), whose students demonstrated positive satisfaction attitudes toward online

learning and appreciated how useful and functional it had become for learning purposes.

99
Additionally, according to the findings presented here as well as results from previous

research studies, perceived usefulness has a significant impact on e-learner satisfaction

and may have even further effects on actual e-learning use (Davis, 1993). Finally, e-

learners with the ability to effectively control time management will decide to take

training sessions during times when they are free of distractions, thus creating an

environment that is beneficial to learning (Bidjerano, 2005). In fact, previous research

demonstrated that participants had higher satisfaction levels when the e-learning provided

them with the opportunity to control the learning environment rather than test their skills

(Starr, 2002.) This learner-controlled environment gives employees control over certain

aspects of the training setting (Chen, Lin, & Kinshuk, 2004.)

Self-Directed Learning

The self-directed learning approach, in which end-users freely choose the topics they

are interested in learning, engages them in the learning process (Kim, 2004.) Previous

research found that learners preferred e-learning to regular classroom training is because

they have control over the learning experience (Acton, Scott, & Hill, 2005). This may

also simply be a result of the common usage of e-learning in corporate training

environments for legal and compliance content delivery. In other words, it may be that

most of the e-learning an employee encounters is mandatory rather than chosen for their

100
own learning needs. Further research is needed to examine to what extend this effect this

may have on overall e-learning satisfaction.

Content Needs

Although learners are satisfied with content, opportunities for improvement are clear.

Although the higher level of disagreement with the statement "e-learning content exactly

fits my needs" may be that the standard of "exactly" is too high of an expectation for e-

learning to fulfill, it may also be a by-product of the design process. In the attempt to

create a greater audience and therefore greater usability, many times e-learning content is

designed at a broad or general level. Another possible explanation for this dissatisfaction

may simply be that there may not be as many opportunities for clarification, additional

information, or resources to have their questions answered in a finite e-learning module.

Future implementations and developments of branching and layered content, such as Web

2.0, may address and meet these needs directly.

Differences between learner needs and corporate needs may also be the reason behind

lower satisfaction with e-learning and learning communities. It is unclear if this is due to

a lack of desire, availability, need or learning styles on the part of learners or employers.

Few corporate training environments utilize the tools of collaborative learning or learning

communities. Many companies cite issues of security, proprietary information, and

101
perception as reasons for not offering employees access to internal or external wikis,

forums, or blogs. This typical corporate framework diminishes the opportunities for

learning communities to develop and knowledge to be shared. However, it is unclear in

this study if, or how much, employees wish for these possibilities. Although there is

some indication of motivation along these lines among younger workers, more research is

necessary to examine this trend in detail.

Employer Needs

Overall, managers were more satisfied with e-learning courses than were professional

or support staff. This result may have stemmed from the multitude of benefits this group

gained with electronic mandatory training (Kamsin, 2005). Mandated online courses

offer consistent, cost-effective, just-in-time learning at one time to large audiences

(Learn, 2006). More importantly, through a Learning Management System (LMS),

managers can easily track employees' mandated e-learning completion rates (Learn,

2006). This tracking ability is extremely valuable because managers and companies can

make certain that they are in compliance with federal and state training mandates.

Perhaps their satisfaction with e-learning had little to do with the content, but more with

tracking employees.

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Generational Differences

Beyond these examples, levels of satisfaction remain fairly stable across generations

with few exceptions. One exception of note is the apparent lack of overall e-learning

satisfaction among the Traditionalist generation. Although the three other generations,

Baby-Boomer, Generation X, and Millennials - all indicate overall higher satisfaction, the

Traditionalists shown no clear trend or pattern in satisfaction, with responses ranging the

full spectrum. This may be a product of less exposure, efficacy, or experience with e-

learning over a period of time. More research is needed in this area.

Another area that demonstrates the need for further analysis is other apparent

differences between Baby-Boomer and Generation X satisfaction in regard to content. In

general, these generations were very similar in overall responses. However, Generation

X indicated greater satisfaction with content and "needs being met," "usefulness," and

"user friendliness." It is possible that this difference may reflect the differences in these

generations' introductions and approaches to this type of technology as a whole. For the

most part, Baby-Boomers began experiencing computers, Internet and e-learning

technology as common-place once already among the workforce, adding the learning

facet to the need to get work accomplished. Generally, Generation X began experiencing

these changes while still in learning environments and in primarily learning settings;

perhaps lowering, and even changing, the expectations, interactions, and attitudes.

Perhaps employees viewed e-learning as useful because they thought it would improve

103
their performance on the job. Additional research would be necessary to examine and

test these models.

Hypothesis Testing

In view of the current status of generational differences and learning satisfaction

research, this study addressed the need for more research that focuses specifically on e-

learning satisfaction in relation to generational differences in a corporate training

environment. Hence, the purpose of this study was to determine what relationship, if any,

exists between e-learning satisfaction and different generations. Given this purpose, the

study investigated the following research question:

Rl: Are older participants in corporate training sessions more or less satisfied

with e-learning than younger participants?

The following hypothesis was tested in the research:

HI: Younger participants (Generations X and Y) will have significantly higher

scores on a survey of satisfaction with e-learning than will older participants

(Traditionalist and Baby-Boomer generations).

Analysis of variances (ANOVA) tests for e-learning satisfaction (ELS) and

generational group were calculated. The ANOVA test for the ELS means scores revealed

no significant mean differences with a mean squares of 0.460,/= 1.31 andp = 0.121, (p

< .05). Based on these findings the hypothesis was not supported.

104
 Learner satisfaction is a key ingredient in determining training program effectiveness

(Acton, Scott, & Hill, 2005). Satisfaction surveys are standard tools used in training

organizations to evaluate training courses. These surveys are useful because they easily

capture learners' feelings toward e-learning. Depending upon the various needs of the

training managers, evaluation surveys can be either simple or complex. However, a more

complex and well-constructed satisfaction survey can generate valuable data to support

future training-budget expenditures (Kirkpatrick, & L'Allier, 2004). Additionally, the

information retrieved from evaluation surveys can be used to improve course content and

design (Chute, Thompson, & Hancock, 1999). For instance, it was found in this study

that staff members were not as satisfied with e-learning as managers. One possible

strategy to change this dynamic would be to assess the various training courses offered by

the organization and to determine which ones can be taught online rather than in a

traditional classroom. This may vary depending upon the content of the training and the

preferences of the employees with the organization. Some employees may prefer to take

certain training programs online while others would rather go to the classroom. If

managers know which programs are more likely to be successful in the classroom and

which online before the sessions are offered, they may be able to select the learning mode

that correlates most strongly with e-learner satisfaction. Additionally, they may perceive

them as more useful.

Training managers should also consider offering e-learning sessions to keep the

workforce up-to-date on their technical skills. Moreover, if executives link online

training to the organization's strategic plan, employees will see why these training

programs are useful. Another key point regarding e-learner satisfaction is that it can

105
predict learners' behaviors (Wang, 2003). The literature has demonstrated that a satisfied

learner is motivated and committed to take online training and is willing to reuse e-

learning courses in the future (Biner, Dean, & Mellinger, 1994; Chen, Lin, & Kinshuk,

2004; Chute, Thompson, & Hancock, 1999; Donohue & Wong, 1997; Kearsley, 1983;

Wang, 2003). Thus, management can use this information to modify training to increase

e-learner satisfaction.

Limitations and Future Research

In conclusion, this study points to three areas in which there is room for development

and improvement across all generations with regard to e-learning satisfaction. These

three areas are: content autonomy, personalization, and learning community accessibility.

Current and developing technologies are already addressing these elements. However,

implementation into corporate learning environments appears to be lagging behind many

learners' anticipations.

There were several limitations of the present research that may have affected the

results. The present study used a convenience sampling technique from several

sponsoring organization to select participants of the study. The results could have been

biased due to the perceptions of the organizations and to the self-reported responses from

the participants. Consequently, results obtained may not be applicable to other

populations. Additionally, social desirability effects could have contaminated the data.

Several areas that were under the control of the experimenter could have led to

additional limitations. First, the selected sample was chosen from multiple locations

across North America. Second, the participants were volunteers. Third, the response

106
formats in the survey were close-ended, forcing participants to choose a response. The

fourth limitation is that the survey was administered online. Perhaps the employees who

participated in the study felt more comfortable using the computer than those who did not

want to participate, which could have resulted in a floor effect below which the scores did

not go.

Several recommendations for future research can be made. A replication of this study

using a larger sample size with random or stratified selection in other settings (e.g.,

specific industries, individual organizations, etc.) should be considered to increase the

generalizability of the present study's results. In addition, participants should be able to

choose to complete either a paper and pencil or an electronic version of the survey. This

would possibly help to accommodate participants who may have less experience, access,

or comfort with computers to fill out the current on-line only version of the survey.

Examination of the impact of early survey responders and late survey responders may

have on e-learner satisfaction. Some studies have suggested that favorable responders are

more likely to participate by completing the survey sooner. However, if responses were

analyzed based upon time to respond, or other timeline, additional differences may

become apparent.

Administering a pre- and post-training assessment of the e-learning satisfaction

factors may also yield additional findings or trends. This would allow for greater

controls of both dependent and independent variables. For example, respondents' e-

learning satisfaction with a single on-line module could be examined, as well as possible

changes in perceptions based upon a specific experience.

107
 Performing more empirical research regarding generational differences as they relate

to e-learner satisfaction could improve knowledge of this area of adult education and

training. The study of both generational differences and studies of e-learning are still

fairly recent developments in educational settings. With both areas also becoming more

relevant in corporate settings a greater understanding of possible interactions will be

increasingly valuable.

Investigating potential differences between mandated and voluntary e-learning in the

work place may also show differences in e-learning satisfaction. As it becomes more

commonplace to regulate compliance-type training for employees using e-learning,

perceptions of e-learning overall may suffer. However, it is also important to study the

quality of e-learning that is developed to primarily convey information, and e-learning

that is developed to teach or improve skills.

Determining whether differences exist in a synchronous and asynchronous e-learning

environment is another area for future research. A synchronous environment is one in

which the training classes occur in real time and are led by a trainer; in an asynchronous

environment, trainees learn at their own pace. (Kamsin, 2005). Although both qualify as

e-learning, synchronous environments tend to have a more blended approach and may

appeal more to learners who prefer traditional teaching models. It is possible that these

preferences may also follow generational difference patterns.

108
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 APPENDIX A

E-Learning Satisfaction (ELS) Survey

Have you ever taken e-learning for job based training? (Including Internet,
intranet/extranet, CD, or DVD.)

o Yes
o No

Gender:
o Male
o Female

Birth Year:
3
Prior to 1933;1934;1935;1936;1937;1938;1939;1940;1941;1942;1943;1944;1945;1946;
1947;1948;1949;1950;1951;1952;1953;1954;1955;1956;1957;1958;1959;1960;
1961;1962;1963;1964;1965;1966;1967;1968;1969;1970;1971;1972;1973;1974;
1975;1976;1977;1978;1979;1980;1981;1982;1983;1984;1985;1986;1987;1988;
1989;1990;1991;1992;1993;1994;1995;1996;1997;1998;1999;2000

W h a t industry are you in?

r d
Energy;Medical;Education;Sales;Government;Insurance;Finance;Manufacturing;
Other

Other (please specify)!

Highest level of education completed?

p d
No High School Degree; High School Degree; Some College; Undergraduate Degree;
Master Degree; Doctoral Degree

Which title best describes your work position?

I 3
Manager; Support Staff; Teacher/Instructor; Technical; Sales; Other

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Other (please specify)!

What type of e-learning have you experienced? (Choose as many as applies)

o CD-based
o DVD-based
o Web-based
o Other

Other (please specify)!

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Electronic learner satisfaction (ELS) survey (4 point Likert scale)

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

Ql. The e-learning program provides content that exactly fits your needs.

Q2. The e-learning program provides useful content.

Q3. The e-learning program provides sufficient content.

Q4. The e-learning program provides up-to-date content.

Q5. The e-learning program is easy to use.

Q6. The e-learning program makes it easy for you to find the content you need.

Q7. The content provided by the e-learning program is easy to understand.

Q8. The e-learning program is user-friendly.

Q9. The operation of the e-learning program is stable.

Q10. The e-learning program enables you to control your learning progress.

Ql 1. The e-learning program enables you to learn the content you need.

Q12. The e-learning program enables you to choose what you want to learn.

Q13. The e-learning program records your learning progress and performance.

Q14. E-learning programs make it easy for you to share what you learn with the-learning

community.

Q15. E-learning programs make it easy for you to access the shared content from the-

learning community.

Q16. As a whole, you are satisfied with e-learning programs.

Q17. As a whole, e-learning programs are successful.

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