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A comparative study of two delivery ...

Stromberg, Alan Michael.

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A comparative study of two delivery methods of instruction, face-to-face (F2F) vs. online, and their effect on the level of performance in technology skill standards.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A comparative study of two delivery methods of instruction, face-to-face (F2F) vs. online, and their effect on the level of performance in technology skill standards./
作者:	Stromberg, Alan Michael.
面頁冊數:	162 p.
附註:	Major Professor: Hollie Thomas.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3042031
ISBN:	0493555781

A comparative study of two delivery methods of instruction, face-to-face (F2F) vs. online, and their effect on the level of performance in technology skill standards.
Stromberg, Alan Michael.

A comparative study of two delivery methods of instruction, face-to-face (F2F) vs. online, and their effect on the level of performance in technology skill standards. - 162 p.

Major Professor: Hollie Thomas.

Thesis (Ph.D.)--The Florida State University, 2002.

This study has explored the problem of the existing state of learning new technology skills and how two methods of delivery of instruction, face-to-face (f2f) versus online, compared in satisfying the demand of industry technology-skills standards today, while being customized for the lifestyle of the lifelong learner. The conceptual theory of the study is drawn from the theoretical concepts of lifelong learning, such as learning by doing and learning in a real world environment (Dewey, 1915).

ISBN: 0493555781Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A comparative study of two delivery methods of instruction, face-to-face (F2F) vs. online, and their effect on the level of performance in technology skill standards.
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245 1 0 $a A comparative study of two delivery methods of instruction, face-to-face (F2F) vs. online, and their effect on the level of performance in technology skill standards.
300 $a 162 p.
500 $a Major Professor: Hollie Thomas.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0489.
502 $a Thesis (Ph.D.)--The Florida State University, 2002.
520 $a This study has explored the problem of the existing state of learning new technology skills and how two methods of delivery of instruction, face-to-face (f2f) versus online, compared in satisfying the demand of industry technology-skills standards today, while being customized for the lifestyle of the lifelong learner. The conceptual theory of the study is drawn from the theoretical concepts of lifelong learning, such as learning by doing and learning in a real world environment (Dewey, 1915).
520 $a The researcher has discussed the methodology used to conduct this study. The population and sampling, including the target audience, has been identified and explained along with other demographic data collected for the purpose of the study. The instrumentation to measure the level of achievement of technology skills in the form of a pre- and post-assessment tests and questionnaires has been made known in terms of validity and reliability. The treatment of the data has been discussed, including the use of an Analysis of Covariance (ANCOVA) to control for differences in pretest scores.
520 $a The data analysis in this study found that the when comparing method of instruction, online vs. face-to-face, participants who received online instruction had a significant difference in perceived learner achievement when pretest to posttest mean gain scores were measured for two of the three subject areas. This led the researcher to the conclusion that the method of instruction does have a significant effect on perceived learner achievement.
520 $a The interaction effects between the independent variables, years of experience and technology literacy were also examined in this study. The researcher found no interaction effects on the dependent variable, perceived learner achievement as measured by gain in pretest to posttest.
520 $a The results of the questions posed in this study have shown the researcher that online instruction has a significant effect on perceived learner performance of technology skills and should be used as a method of instruction for the training of technology skills. Also, by establishing the learners level of technology literacy, you can predict that the gain of achievement on the posttest, as measured by posttest mean scores, will be equivalent for learners designated with low technology or high technology.
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