Does It Matter? Analyzing the Results of Three Different Learning Delivery Methods

Autor/inn/en	Chernish, William N.; DeFranco, Agnes L.; Lindner, James R.; Dooley, Kim E.
Titel	Does It Matter? Analyzing the Results of Three Different Learning Delivery Methods
Quelle	In: Quarterly Review of Distance Education, 6 (2005) 2, S.87-95 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	College Students; Student Diversity; Technology Uses in Education; Course Content; Hospitality Occupations; Human Resources; Personnel Management; Distance Education; Instructional Design; Delivery Systems; Conventional Instruction; Educational Television; Internet; Teaching Methods; Comparative Analysis; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kursprogramm; Gastgewerbegehilfe; Humankapital; Personalmanagement; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Auslieferung; Bildungsfernsehen; Schulfernsehen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	The increasing diversity of learners and their preferences coupled with increasing usage of the computer and Internet prompted the need for testing and verifying the ways that knowledge can be delivered and learned effectively. This research addresses these concerns by comparing the results of a college course, hospitality human resource management, which was offered by the same instructor, to the same student pool, in one semester, with the same text and common examinations, but using three different delivery methods: traditional classroom, instructional television, and Internet. Implications for the instructors, instructional designers, and the use of technology are also discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10