NotesFAQContact Us
Search Tips
ERIC Number: ED526424
Record Type: Non-Journal
Publication Date: 2011
Pages: 143
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-4143-3
Distance Learning as a Viable Staff Development Alternative for Behavioral Healthcare Direct Support Professionals
Gill, James G., Jr.
ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware)
This quasi-experiment utilized three groups of direct service staff to explore the effectiveness of three methods of training and an optional survey was offered after the study. The researcher used a counterbalance design. Three courses developed by an independent distance learning company were utilized to provide the learning experience. Each group took three courses utilizing different modalities: traditional, correspondence, and online. The researcher established a course rotation so all three groups took the three courses, but they did not use the same modality for the course. Therefore, only one group received instructions by using each of the three training modalities. The researcher exposed three different groups (selected from the approved agency based on their worksite location) to three different courses (Abuse, Security, and Cultural Diversity) using three different training methods (traditional face-to-face, correspondence, and online). Each group received a pre-test and a post-test for each course. The researcher compared test scores across courses and performance in regard to the method used. The online Abuse course recorded the single largest gain, as group three participants netted an average gain of 3.57 (pre-test 7.00 and post-test 10.57). Group one received the Abuse instruction in the classroom setting and recorded a net gain of 2.63 (pre-test 7.06, post-test 9.69) for a 22% improvement. Group two took the Abuse correspondence course and the participants averaged 7.43 on the pre-test and 9.57 on the post-test, for an improvement of 2.14. Staff completing the Security course produced the lowest gains (between pre-test and post-test) regardless of modality. Group two successfully completed the online version with an overall two-point improvement (pre-test 6.5 and post-test 8.5). Group three received the classroom instruction version and documented a 1.16 gain (pre-test 7.46 and post-test 8.62). Group one completed the Security correspondence course by averaging 8.63 on the post-test after a 7.69 pre-test average. The Cultural Diversity course yielded close results between online and classroom lecture. Group one completed the online course with an average score of 6.33 on the pre-test, increasing to an average score of 8.5 on the post-test. This 2.7 average gain was slightly higher than the 1.86 improvement recorded by group two, which received the classroom lecture format. Group three recorded a 1.23 improvement as they completed the correspondence course. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A