The Effects of Different Modes of Delivery: Student Outcomes and Evaluations.

Autor/in	Misko, Josie
Institution	National Centre for Vocational Education Research, Leabrook (Australia).
Titel	The Effects of Different Modes of Delivery: Student Outcomes and Evaluations.
Quelle	(2000), (75 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87397-611-8
Schlagwörter	Academic Achievement; Change Strategies; Classroom Techniques; Comparative Analysis; Computer Uses in Education; Conventional Instruction; Delivery Systems; Distance Education; Educational Attainment; Educational Change; Educational Practices; Educational Strategies; Flexible Progression; Foreign Countries; Instructional Effectiveness; Instructional Improvement; Nontraditional Education; Postsecondary Education; Student Attitudes; Student Surveys; Vocational Education; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Lösungsstrategie; Klassenführung; Computernutzung; Auslieferung; Distance study; Distance learning; Fernunterricht; Bildungsabschluss; Bildungsgut; Bildungsreform; Bildungspraxis; Lehrstrategie; Ausland; Unterrichtserfolg; Unterrichtsqualität; Non-traditional education; Alternative Erziehung; Post-secondary education; Tertiäre Bildung; Schülerverhalten; Schülerbefragung; Ausbildung; Berufsbildung; Australien
Abstract	The effects of different vocational education and training (VET) delivery modes on module completion rates and module pass rates (MPRs) were examined by analyzing student outcomes from the available data on module outcomes collected by Australia's National Centre of Vocational Education Research and information provided by 769 Australians (average age, 27.7 years) who had previously completed VET studies. Of those surveyed, 357 (46.4%) had been taught by flexible delivery or alternative methods of instruction and 412 (53.6%) had been taught by traditional face-to-face teacher directed methods of instruction. Although the analysis did not provide definitive answers about which strategy should be used to best ensure consistent success in terms of MPRs for all clients, it did establish that nontraditional delivery strategies are generally able to record solid performances. Both groups generally valued their training and believed that it had given them the assistance they required. The flexible delivery students cited advantages related to flexibility, whereas the traditional delivery students primarily cited advantages related to contact with others. The most common suggestions for improvement from both groups related to more structure for courses (including spending more time on revision and organizing classes differently). Twelve tables of technical data are appended. (Contains 29 tables/figures.) (MN)
Anmerkungen	National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Print edition: Stock no. 440, ISBN-0-87397-610-X, $27.50 Australian). Tel: 08-8333-8400, Fax: 08-8331-9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/core/cp9708.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC