- Library Home /
- Search Collections /
- Open Collections /
- Browse Collections /
- UBC Theses and Dissertations /
- On-line education: on the job training with computer...
Open Collections
UBC Theses and Dissertations
UBC Theses and Dissertations
On-line education: on the job training with computer conferencing (the virtual education oracle) Guenther, John J.
Abstract
Through the delivery of a building code education module over the internet, the effectiveness of on-line education in a work environment was examined. Building officials served as the expert facilitators and instructors and the students were architects and designers. Guests from an arm of the National Research Council involved in building code issues were also invited to take part. Thirty-nine selected students were placed in two groups (Group I and Group II) controlling for age, work experience, computer skill and knowledge of the building code. Two groups, each with about 20 students were selected to participate in an on-line computer conference. Group I received an on-line curriculum with posttests after each section and Group II received only posttests. Academic achievement comparisons were then made between the two groups. T-tests were used to compare achievement for the two groups of learners, one with an online curriculum and one without an on-line curriculum, but both given the opportunity to conference and answer specific section review or posttest questions. Dependent variables were identified as instructor access, motivation, participation levels, comparisons to the traditional classroom, level and convenience of on-line involvement, virtual classroom overall rating, course rating, instructor rating, interest, ability to synthesize ideas, academic achievement, and group communication. The independent variables were computer attitudes, expectations about the conferencing system, interpersonal sphere of control, terminal access, and curriculum design. Frequencies were compiled and displayed in graph form to portray variables. Comparisons were made using Pearson Correlations. Results indicate that: • the internet can be a valuable tool for student access and knowledge-building exercises, supporting the hypothesis that students who experience group or collaborative learning in the virtual classroom are more likely to judge the outcomes of an on-line course to be superior to the outcomes of traditional classrooms; • students who depend on their own effort rather than "luck" are more likely to regularly and actively participate on-line; • those with high viewed the on-line experience with some trepidation indicating that they would not prefer to take another on-line course; • the curriculum did not affect gains in building code knowledge between curriculum and non-curriculum groups when exposed to a computer conferencing delivery system; • the interface continues to confound students and leads to frustration that can debilitate the learning experience; and • on-the-job learning is constrained by time and work load demands.
Item Metadata
Title |
On-line education: on the job training with computer conferencing (the virtual education oracle)
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
1997
|
Description |
Through the delivery of a building code education module over the internet, the
effectiveness of on-line education in a work environment was examined. Building
officials served as the expert facilitators and instructors and the students were architects
and designers. Guests from an arm of the National Research Council involved in
building code issues were also invited to take part. Thirty-nine selected students were
placed in two groups (Group I and Group II) controlling for age, work experience,
computer skill and knowledge of the building code. Two groups, each with about 20
students were selected to participate in an on-line computer conference. Group I received
an on-line curriculum with posttests after each section and Group II received only
posttests. Academic achievement comparisons were then made between the two groups.
T-tests were used to compare achievement for the two groups of learners, one with an online
curriculum and one without an on-line curriculum, but both given the opportunity to
conference and answer specific section review or posttest questions.
Dependent variables were identified as instructor access, motivation, participation levels,
comparisons to the traditional classroom, level and convenience of on-line involvement,
virtual classroom overall rating, course rating, instructor rating, interest, ability to
synthesize ideas, academic achievement, and group communication. The independent
variables were computer attitudes, expectations about the conferencing system,
interpersonal sphere of control, terminal access, and curriculum design.
Frequencies were compiled and displayed in graph form to portray variables.
Comparisons were made using Pearson Correlations.
Results indicate that:
• the internet can be a valuable tool for student access and knowledge-building
exercises, supporting the hypothesis that students who experience group or
collaborative learning in the virtual classroom are more likely to judge the outcomes
of an on-line course to be superior to the outcomes of traditional classrooms;
• students who depend on their own effort rather than "luck" are more likely to
regularly and actively participate on-line;
• those with high viewed the on-line experience with some trepidation indicating that
they would not prefer to take another on-line course;
• the curriculum did not affect gains in building code knowledge between curriculum
and non-curriculum groups when exposed to a computer conferencing delivery
system;
• the interface continues to confound students and leads to frustration that can debilitate
the learning experience; and
• on-the-job learning is constrained by time and work load demands.
|
Extent |
6131689 bytes
|
Genre | |
Type | |
File Format |
application/pdf
|
Language |
eng
|
Date Available |
2009-03-10
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
DOI |
10.14288/1.0054901
|
URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
|
Graduation Date |
1997-05
|
Campus | |
Scholarly Level |
Graduate
|
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.