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Author: Mariana K. Dimarzio
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 200
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Author: Mariana K. Dimarzio
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 200
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Author: Janice Brown Adams
Publisher:
ISBN:
Category : Computer managed instruction
Languages : en
Pages : 352
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Purpose: The purpose of this research study was to compare the effectiveness of computer-based training with traditional classroom training; both instructional delivery methods utilized the traditional classroom curriculum as a means of delivery for an on-the-job company-sponsored program. The JAW-SAD Human Resource Center (HRC) is a training facility for the SAD Corporation, a major international manufacturing company. The HRC is responsible for conducting continuous training and certification of SAD employees. Historically, training has been provided through conference workshops with a traditional classroom training format. The motivation and importance for this study was influenced by an administrative requirement to determine the feasibility and cost-effectiveness of utilizing computer technology for all HRC training programs. The sample group for this research study was adult learners all over 25 years of age, an active employee of the corporation, and a job placement team member. Each Job Placement Team consists of a management, a union worker, and a medical representative. These teams are responsible for the job placements of medically restricted employees throughout the company. It is a company requirement that each team member take specific training for professional development and certification. -- Method: The research was guided by four questions. First, is there a significant difference in the understanding of the participants who took the computer-based training and the participants who took traditional classroom training? Second, is there a significant difference in the overall student satisfaction levels between participants in the computer-based training and participants in the classroom? Third, is there a significant difference in the course completion times for participants in the computer-based training and participants in the classroom training? Lastly, is there a significant difference in the company job placement rate post-Job Placement Team training? The data were collected and evaluated using both quantitative and qualitative methods. A company-designed pretest and posttest to measure learning and a company-required Participant Reaction Questionnaire to determine the overall effectiveness and participant satisfaction relative to the training class were utilized. A total of 83 participants completed all instruments and were included in the sample population. Additionally, course completion times were measured by recording the start and stop times for the classroom and the computer-based training, and data were collected from company quarterly reports to determine the job placement rate. -- Results: Analysis of the test score data revealed no significant difference in the understanding of the Job Placement Process at the end of the study between the participants who took the computer-based and the traditional training. However, student satisfaction yielded slightly higher scores from the participants in the traditional classroom training but, not statistically significant. Additionally, the summed scores for satisfaction with training were compared by demographic characteristics, including gender, race/ethnicity, employment status, and educational level. The data revealed that no statistically significant difference was found for the main effect of gender; it appeared that male and female participants in the two groups experienced similar levels of satisfaction with the training. An analysis was conducted to determine if satisfaction with training differed by group membership and race/ethnicity. The results of the analysis indicated satisfaction with training did not differ among African Americans and Caucasian participants. Further, satisfaction with training between participants in the two types of training programs and employment status, hourly/salaried, was compared. The difference in satisfaction with training by employment status was statistically significant. The computer-based training program mean score for the hourly participants was found to be lower than the mean score for those in the traditional training program. However, members of the computer-based group who were salaried had levels of satisfaction that were similar to both hourly and salaried members in the traditional class. Reviews of the results comparing satisfaction with training among participants with four different levels of education were not statistically significant. Based on this finding, it did not appear that satisfaction with training was related to the level of education. Additional findings did not support the null hypothesis that there was no significant difference in the course completion times. However, the findings did support that computer-based training has the potential to significantly impact the duration of time spent on company training courses. Lastly, the improved job placement data, as indicated through post-training company administrative reports, provide support that the training appeared to be effective in placing employees in jobs. -- Conclusion: The results of this study indicate no significant differences in test scores, participant satisfaction, or overall program effectiveness between the instructional methods. Based on the results of this study I recommend that a set of instructional activities utilizing computer-based technology modeled on an adult learning style design replace the current traditional classroom delivery method for the corporation Job Placement Teams. Further research should be conducted on the effect of computer-based technology as an instructional method to increase job performance in the areas of Health and Safety, Ergonomics, and Diversity certification programs. I also recommend research be conducted to determine if social networking for class participants has any long-term beneficial value to the company. Finally, research should be conducted to determine the actual training time for the traditional classroom delivery method excluding class breaks.
Author: Valerie Golan
Publisher:
ISBN:
Category :
Languages : en
Pages : 222
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Author: Caroline Mutuku
Publisher: GRIN Verlag
ISBN: 3668752540
Category : Education
Languages : en
Pages : 18
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Polemic Paper from the year 2018 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: 1, , language: English, abstract: Educational transition has led to the development of new approaches for the 21st Century education. The emergence of online learning in the 1990s seems to have changed the relevance of traditional education. This can be attributed to the current social change and technological development. Ordinarily, the principal reason for learning is to acquire intellectual knowledge, but the element of usefulness of the acquired knowledge has become the key determinant of the mode of learning. Traditional and online education exhibits varied characteristics, which are useful in elucidating their similarities and differences. Concisely, characteristics of online education imply that learners assume full responsibility in the learning process. On the other hand, traditional education is characterized with shared responsibility between learners and instructors. Similarities between online and traditional education can be outlined with regard to reference materials, assignments, exams and the role of instructors in the learning process. All curricula involve assignments and exams for evaluating the learners’ understanding of coursework and reference materials; either printed or electronic are intended to be used by students to extent their knowledge on different concepts. On the other hand, the two systems manifest differences in flexibility, interaction, communication, learning mode and skills development. Traditional education uses the classroom setup, whereas online learning is computer-based. In conclusion, traditional education holds high values over online education, especially with regard to the equivalency theory. Its high value is attributable to the face-to-face aspect, which enhances skills development among learners.
Author: D. Remenyi
Publisher: Academic Conferences Limited
ISBN: 0954709675
Category : Distance education
Languages : en
Pages : 664
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Author: David Stanley Spotts
Publisher:
ISBN:
Category :
Languages : en
Pages : 130
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The purpose of this thesis is to determine if there is a difference in the quality of instruction between classroom training and that of computer- based training (CBT) in a technical environment. Many applications for CBT have been found in the educational systems of the United States and Europe. At the present time, however, CBT is most frequently used as a supplement to conventional classroom instruction or as remedial instruction.
Author: Badrul Huda Khan
Publisher: Educational Technology
ISBN: 9780877782964
Category : Computers
Languages : en
Pages : 488
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Book Description
A cutting edge collection of 59 essays solicited from Web-based instructors offering a variety of perspectives, notions, and experiences in the practice of virtual teaching. The compendium introduces the evolution and status of distance learning, critical issues in Web-based learning environments such as the similarities and differences between Web-based and traditional classrooms, specific discussions on designing learning activities and electronic textbooks, an evaluation of delivery systems for instruction, and case studies of Web-based courses from kindergarten and beyond to the instruction of literature, astronomy, and foreign languages. Includes illustrations. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Patrick Suppes
Publisher: Center for the Study of Language and Information Publica Tion
ISBN: 9781575866246
Category : EDUCATION
Languages : en
Pages : 0
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In 1894 John Dewey established his experimental laboratory school at the University of Chicago, with a focus on teaching each student according to their individual differences. This concept indicated a shift away from the emphasis on communal, classroom teaching, which marked educational practices in the nineteenth century during the advent of widely available public education. With the introduction of computer-based online instruction in schools, curricula are able to be fully informed by individual difference, subtly and quickly tracking students' progress. In these courses, teachers play the role of troubleshooters instead of lecturers. Individual Differences examines a large number of studies on computer-based and online instruction, with special attention paid to gifted students in the fields of mathematics, science, technology, and engineering. Other chapters also focus on a wide variety of student populations: deaf students, American Indian rural students, and underachieving, impoverished students.
Author: Zafer Unal
Publisher: LAP Lambert Academic Publishing
ISBN: 9783844313093
Category :
Languages : en
Pages : 132
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Extensive evaluative literature has pointed to the conclusion that there is no significant difference between the face-to-face and the various models of distance learning. Nevertheless, there exists the other face of the fact that some authorities still maintain that online education is never equal to traditional classroom instruction (Phipps & Merisotis, 1999). One critic even branded virtual schools as "digital diploma mills" (Noble 1997). There is thus a perceptible need to confirm or disconfirm the claims of both camps regarding comparable effectiveness between traditional and online teaching. This book presents an effort to compare traditional classroom-based instruction with online instruction. The participants of two different sections of a technology course were tapped for a quasi-experimental study. While one section of the course was exposed to classroom based instruction, another section of the same course was delivered online. Learning outcomes and course satisfaction were measured for both classes using quantitative (pre and post-test, readiness survey, learning inventory, student portfolios) and qualitative methods (focus interviews with both groups).
Author:
Publisher:
ISBN:
Category : Military education
Languages : en
Pages : 36
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