Applying a Danish Version of the Learning Transfer System Inventory and Testing It for Different Types of Education

Autor/inn/en	Soerensen, Peter; Stegeager, Nikolaj; Bates, Reid
Titel	Applying a Danish Version of the Learning Transfer System Inventory and Testing It for Different Types of Education
Quelle	In: International Journal of Training and Development, 21 (2017) 3, S.177-194 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3736
DOI	10.1111/ijtd.12102
Schlagwörter	Foreign Countries; Factor Analysis; Factor Structure; Statistical Significance; Scores; Transfer of Training; Measures (Individuals); Outcome Measures; Adult Vocational Education; Professional Education; Masters Programs; Student Surveys; Educational Methods; Adoption (Ideas); Denmark + Suchen Sie Ihr Suchwort? Ausland; Faktorenanalyse; Faktorenstruktur; Training; Transfer; Ausbildung; Messdaten; Berufsausbildung; Magister course; Magisterstudiengang; Schülerbefragung; Educational method; Erziehungsmethode; Ideas; Ideenfindung; Dänemark
Abstract	The purpose of this study was to answer two research questions. First, will an exploratory factor analysis of a Danish version of the Learning Transfer System Inventory (LTSI) result in a factor structure which is consistent with the original American LTSI factor structure? Second, does the mean score in the factor analysis vary in a statistically significant way across different types of education, suggesting that the LTSI may be more suitable a measure in some educational contexts than others? To answer these questions survey data from 411 students following four different types of formal education--adult vocational training, academy profession programs, diploma programs and master's degree programs--were analysed. Principal component analysis was used to answer research question one. Factorial ANOVA was used to answer question two. The analysis resulted in fewer factors than in the original American LTSI. The study also found that the mean score differs in a statistically significant way between the different types of education. Specifically, LTSI may be more suitable in measuring transfer systems and therefore promoting transfer in relation to short courses offering training in specific skills than in relation to long-term continuing education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01