Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness

Autor/in	Pang, Katherine
Titel	Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness
Quelle	In: International Review of Research in Open and Distance Learning, 10 (2009) 3, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Experimental Groups; Control Groups; Distance Education; Web Based Instruction; Methods; Learning Experience; Internet; Professional Development; Computer Assisted Instruction; Instructional Effectiveness; Teaching Methods; Comparative Analysis; Multimedia Instruction; High Schools; Higher Education; Adult Education + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Web Based Training; Method; Methode; Lernerfahrung; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness. (Contains 4 tables.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10