A Comparison of Online (High Tech) and Traditional (High Touch) Learning in Business Communication Courses in Silicon Valley

Autor/inn/en	Fortune, Mary F.; Shifflett, Bethany; Sibley, Robert E.
Titel	A Comparison of Online (High Tech) and Traditional (High Touch) Learning in Business Communication Courses in Silicon Valley
Quelle	In: Journal of Education for Business, 81 (2006) 4, S.210-214 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
Schlagwörter	Comparative Analysis; Internet; Technological Advancement; Business Communication; Skill Development; Student Attitudes; Classroom Environment; Likert Scales; Online Courses; Web Based Instruction; Factor Analysis; Student Surveys; College Students; California + Suchen Sie Ihr Suchwort? Technological development; Technologische Entwicklung; Unternehmenskommunikation; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Klassenklima; Unterrichtsklima; Likert-Skala; Online course; Online-Kurs; Web Based Training; Faktorenanalyse; Schülerbefragung; Collegestudent; Kalifornien
Abstract	In this study, the authors explored differences in perceptions of skill development and the value of face-to-face interaction between students taking a business communication course offered online and in the traditional, on-campus classroom environment. They hypothesized that there would be no statistically significant difference in face-to-face interaction or perceived learning scores between students enrolled in online sections and those enrolled in traditional, in-class sections of business communication courses. In both cases, the authors observed a statistically significant difference. Findings suggest that the two groups of students were quite similar with respect to perceptions of skill development; however, the authors observed differences in the area of face-to-face interaction. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10