Literaturnachweis - Detailanzeige
Autor/inn/en | Cleveland-Innes, Martha; Ally, Mohamed |
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Titel | Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments |
Quelle | In: Canadian Journal of University Continuing Education, 30 (2004) 1, S.15-35 (21 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0318-9090 |
Schlagwörter | Affective Behavior; Workplace Learning; Outcomes of Education; Electronic Learning; Online Courses; Computer Mediated Communication; Synchronous Communication; Asynchronous Communication; Delivery Systems; Integrated Learning Systems; Computer Software; Corporate Education; Foreign Countries; Learner Engagement; Scores; Statistical Significance; Likert Scales; Research Design; Pilot Projects; Achievement Gains; Canada |
Abstract | Research employing an experimental design pilot-tested two delivery platforms, WebCT™ and vClass™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects participated from 10 different corporations across Western Canada. Course-delivery observations suggested greater engagement and more interaction among participants in the WebCT™ group. Exam scores showed a higher mean for the WebCT™ group, but differences between means were not statistically significant. (As Provided). |
Anmerkungen | Canadian Association for University Continuing Education. c/o CAUCE Secretariat at Centre for Continuing and Distance Education, 475 Williams Building, 221 Cumberland Avenue North, Saskatoon, SK S7N 1M3, Canada. Tel: 306-966-5582; Fax: 306-966-5590; e-mail: cauce.secretariat@usask.ca; Web site: http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |