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ERIC Number: EJ846241
Record Type: Journal
Publication Date: 2005-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0898-5952
E-Learning Takes the Lead: An Empirical Investigation of Learner Differences in Online and Classroom Delivery
Iverson, Kathleen M.; Colky, Deborah L.; Cyboran, Vincent L.
Performance Improvement Quarterly, v18 n4 p5-18 Dec 2005
Outcomes and mediators of differences in online and traditional course delivery were tested with a sample of 112 graduate students who completed an introductory course in training and development. Specifically, the individual learner characteristics of self-efficacy, motivation, goal orientation, and meta-cognition and their effects on success through online delivery were examined. The study also addressed three outcomes: trainees' reactions to that program, their learning, and subsequent planned changes in job behavior. The findings indicate that online learners have significantly more positive reaction levels of enjoyment and utility and significantly stronger intent to transfer their learning. Online students find the coursework more difficult, but there was no significant difference in learning based on delivery mode. Implications for both managers and educators involved in online learning are discussed. (Contains 3 tables and 1 figure.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/117865970/home
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A