Abstract

Research employing an experimental design pilot-tested two delivery platforms, WebCT™ and vClass™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects participated from 10 different corporations across Western Canada. Course-delivery observations suggested greater engagement and more interaction among participants in the WebCT™ group. Exam scores showed a higher mean for the WebCT™ group, but differences between means were not statistically significant.

Citation

Cleveland-Innes, M. & Ally, M. (2004). Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments. Canadian Journal of University Continuing Education, 30(1), 15-35. Retrieved August 10, 2024 from https://www.learntechlib.org/p/194809/.

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Achievement Gains
• Affective Behavior
• asynchronous communication
• computer mediated communication
• Computer Software
• corporate education
• Delivery Systems
• electronic learning
• Foreign Countries
• Integrated Learning Systems
• learner engagement
• Likert Scales
• online courses
• Outcomes of Education
• Pilot Projects
• research design
• Scores
• Statistical Significance
• Synchronous Communication
• workplace learning