Abstract :
Blended learning, mixing online and face-to-face learning modes, has been
increasingly adopted in training with the expectation that it will help solve
transfer problems and will lend other educational benefits.While there is a set
of knowledge about design for facilitating transfer, it has not been investigated
in a blended environment context. In response, this study investigated training
design related factors that facilitated and hindered transfer in a blendedtraining
context. The case program was a 6-week management leadership
development program offered by a corporate university in Korea. Both facilitating
and hindering design factors at each learning node were investigated by
conducting a literature review, document analyses, focus group interviews,
one-on-one interviews and an online survey. In addition to descriptive analysis,
a smaller number of factors were drawn as salient design factors having
predictability for transfer by using stepwise multiple regression. For the online
module, the facilitating factors in ‘demonstration’ and ‘activation’ were best
predictors for transfer.As a predictor among the hindering factors in the online
module, the factors in ‘demonstration’ were yielded. For the off-line module,
the factors in ‘application’ were drawn as predictor factors. However, no single
hindering variable resulted from the multiple regressions related to this
module. By integrating the descriptive and predictive statistical analysis with
qualitative data analysis, specific design guidelines for blended training to
ensure transfer were presented.
