Procedural Learning: A Comparison of Skills Acquisition between an Online Environment and Traditional Classroom Training

Autor/in	Anderle, Jonlee S.
Titel	Procedural Learning: A Comparison of Skills Acquisition between an Online Environment and Traditional Classroom Training
Quelle	(2018), (130 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Wyoming
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-2165-2
Schlagwörter	Hochschulschrift; Dissertation; Police Education; Online Courses; Drug Abuse; Motor Vehicles; Program Effectiveness; Conventional Instruction; Educational Technology; Technology Uses in Education; Video Technology; Prior Learning; Knowledge Level; Comparative Analysis; Skill Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Polizeihochschule; Online course; Online-Kurs; Motor vehicle; Kraftwagen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Vorkenntnisse; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01