Technology-Based Training of Administrators in Residential Care Facilities for the Elderly

Autor/in	Macias, Ron J.
Titel	Technology-Based Training of Administrators in Residential Care Facilities for the Elderly
Quelle	(2011), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alliant International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-2991-4
Schlagwörter	Hochschulschrift; Dissertation; Nursing Homes; Residential Care; Professional Development; Administrator Qualifications; Technology Uses in Education; Educational Technology; Teaching Methods; Comparative Analysis; Quasiexperimental Design; Conventional Instruction; Older Adults; Data Analysis; Pretests Posttests; Scores; Certification; Lecture Method; Gender Differences; Racial Differences; Ethnic Groups; Age Differences; Delivery Systems + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sonderheim; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Älterer Erwachsener; Auswertung; Abschlusszeugnis; Zertifizierung; Geschlechterkonflikt; Rassenunterschied; Ethnie; Age; Difference; Age difference; Altersunterschied; Auslieferung
Abstract	The Problem: The problem in this study was to determine whether there is a difference between technology-based and instructor-led RCFE administrator training. Method: A quasi-experimental research design study was conducted, and 70 students enrolled in the Residential Care Facility for the Elderly (RCFE) Administration Licensing renewal course were administered a pretest and posttest. Fifty students received instructor-led training, and 50 students received technology-based training. The t test was used to determine whether a significant difference existed between the means of the two groups. Results: Analysis of the data indicated that there was no significant difference in pretest and posttest scores between students who attended a technology-based RCFE administrator licensing class and students who attended a lecture-only RCFE administrator licensing class. Results of the study suggested that the instructional method of delivery did not significantly affect how RCFE administrators score on the posttests. Secondary analyses indicated no significant difference between instructor-led and technology-based methods of training delivery when sorted by gender, ethnicity, or age. Men and women RCFE administrators' growth scores, pretest to posttest, were not significantly different when either of the two instructional delivery methods--instructor-led or technology-based were used. The analyses also indicated no significant difference between instructor-led and technology-based methods of training delivery when sorted by ethnicity. Data suggested the method of training delivery was insignificant for each ethnic group that was part of the study. Also, there was no significant difference between instructor-led and technology-based methods of training delivery when sorted by students' who were 20-49 and 50-80 years of age. Data in this study showed that the instructional method of delivery did not significantly affect how RCFE administrators scored on the posttests when sorted by age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01