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Procedural Learning: A Comparison of Skills Acquisition between an Online Environment and Traditional Classroom Training
Başlık:
Procedural Learning: A Comparison of Skills Acquisition between an Online Environment and Traditional Classroom Training
Yazar:
Anderle, Jonlee S., author.
ISBN:
9780438121652
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (130 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Kay A. Persichitte Committee members: Tonia A. Dousay; Charles J. Ksir; Mark Peterson; Craig E. Shepherd.
Özet:
This quasi-experimental research study examined an online program developed to provide advanced training to police officers in recognizing drivers who are impaired by drugs other than alcohol. This training required students to develop both cognitive knowledge and procedural skills. While the online version of the course provided cognitive knowledge, procedural skill acquisition was identified as a potential limitation of this course. The study implemented a unique procedure to determine if outcomes were equivalent between the classroom and the online versions of the training. Experienced law enforcement officers from three states were the participants in the study. Some participants went through the classroom training while the participants taking the online training were randomly assigned to one of two groups: a video-augmented group and a non-augmented group. An SFST prior knowledge test was administered to all participants and a three-part posttest was administered to all participants upon training completion, measuring cognitive, affective, and procedural aspects of the training. An ANCOVA was used to analyze the variances between the three groups and pairwise comparisons were used to further evaluate differences. The results of the study indicated no significant difference in cognitive outcomes between the three groups. However, the results indicated a statistically significant difference between the non-augmented group and the other two groups in both affective and procedural outcomes with no significant difference between the classroom group and the video-augmented group in both affective and procedural outcomes. The results suggest further explanatory research is warranted.
Notlar:
School code: 0264
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(691271.1) | 691271-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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