TY - JOUR
T1 - Applying a Danish version of the Learning Transfer System Inventory and testing it for different types of education
AU - Sørensen, Peter
AU - Stegeager, Nikolaj W.M.
AU - Bates, Reid
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
UR - http://onlinelibrary.wiley.com/doi/10.1111/ijtd.12102/full
U2 - 10.1111/ijtd.12102
DO - 10.1111/ijtd.12102
M3 - Journal article
SN - 1360-3736
VL - 21
SP - 177
EP - 194
JO - International Journal of Training and Development
JF - International Journal of Training and Development
IS - 3
ER -