A comparative analysis of performance and behavioral outcomes in different modes of technology -based learning

• Main Author: Passerini, Katia
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01.01.2001
• Subjects: Attitudes; Business education; CAI; College students; Comparative analysis; Computer assisted instruction; Demographics; Educational technology; Information science; Information systems; Studies; Teachers; Teaching methods; Textbooks
• ISBN: 9780493022185; 049302218X

This research highlights the impact of selected instructional delivery modes in supporting the learning of business management topics encompassing different levels of complexity (high and low). Interactive multimedia is the focus of the analysis. The effects of multimedia technology are compared to both traditional classroom and text-based instruction in project management. The dissertation analyzes learners' performance within a knowledge representation framework that looks at recall and application of facts, concepts, principles, or procedures, as representations of instructional outcomes. It uses a pretest-posttest quasi-experimental design—controlling for the experimental conditions and content differences of the instructional materials—to address concerns expressed by earlier comparison analyses. The design supports the examination of selected instructional objectives achieved within a specific timeframe, and isolates the effect of the medium on students' (graduate and undergraduate) learning and satisfaction outcomes. The findings indicate that the effectiveness of technology-based learning is dependent upon the nature of the presented topic. In-class instruction is more suitable for high-complexity topics, while those studying lower-complexity topics benefit from self-paced learning using interactive multimedia software. In terms of learning objectives, student recall performance is higher than application performance in a short-module of instruction. Positive attitudes toward interactive multimedia and textbooks are higher than in-class instruction when the latter uses an average speaker to deliver a soft topic. Attitudes toward in-class instruction are higher when the speaker is an above average presenter or when the topic of instruction is highly complex. In addition, learning differences depend on the nature of the learning task. A matrix on comparative effectiveness when learning facts, concepts, principles, and procedures is included in the research outcomes. The outcomes contribute to a systematic understanding of the impact of different media on the achievement of instructional goals and provide a framework that should enable both educators and trainers to deliver the subject matter more effectively.