Browsing by Subject "eLearning"
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Item Achievement in Spanish Class for Middle School Students through eLearning(2021-05-06) Nunez, Adriana; Masters of EducationThe purpose of this study was to determine whether the type of delivery of virtual instruction would affect the achievement of middle school students in Spanish class. The study was conducted with seventy-eight Middle School students enrolled in 8th grade located in Baltimore County, MD. This study evaluated students’ Spanish speaking assessments when lessons were provided with asynchronous as compared to synchronous instruction. Analysis was conducted with a dependent samples t-test. Results suggest that students who in a synchronous class scored higher than students in an asynchronous class. Overall, data indicate that students who took the asynchronous class had more difficulty familiarizing themselves with the structure and pronunciation of words. It appeared that students receiving synchronous instruction were more confident in their Spanish speaking skills.Item Evaluation and eLearning(Anadolu University, 2006-01) PEAK, Debra; BERGE, Zane L.In today’s results-oriented, fast-moving business environment, it is critical for trainers to demonstrate the value of training to the organization: There is nothing inherently valuable about training. It is performance gains that training catalyzes that give it worth (Graber, 2000). This is why evaluations tied to business results are becoming commonplace. If you ask training professionals about measuring training, most will start talking about levels of evaluation, referring to Kirkpatrick’s landmark evaluation model developed in 1959. Kirkpatrick’s levels of evaluation have been the industry standard for nearly half a century. However, many professionals now believe that elearning and a shift in emphasis toward performance improvement have changed the training business so that these levels are no longer completely relevant. The purpose of this paper is to discuss what similarities and differences exist between evaluating elearning and traditional classroom instruction, how Kirkpatrick’s evaluation levels are currently conducted, why conducting Kirkpatrick’s Level 4 evaluation is so difficult to do, why elearning evaluation has evolved to include return-on-investment (ROI) calculations, and whether other evaluation methods currently practiced are more relevant and useful.Item Flexible Training’s Intrusion on Work/Life Balance(Anadolu University, 2005-04) TAKIYA, Seema; ARCHBOLD, Jennifer; BERGE, ZaneWith more companies allowing “flextime”, more access to elearning, and telecommuting, the line between workplace flexibility and work-life balance begins to blur. Companies “sell” to employees the flexibility of being able to complete training programs from the comfort of the participant's home, allowing them to learn at their own speed. In many ways, this solution is of great value to many employees. What also must be considered with the flexibility such training offers, is the unintentional consequences. This article explores questions such as does this flexibility create a 24-hour work day where the employee is continually accessible to work? Does it result in less family, personal and leisure time to the detriment of the worker?Item Virtual Schools and eLearning: Planning for Success(University of Wisconsin, 2003-01) Clark, Tom; Berge, ZaneVirtual schools are a rapidly growing phenomenon in American elementary and secondary (K-12) education. They are the latest and potentially the most controversial manifestation of the elearning revolution in schools. The terms "virtual high school" or "virtual school" are generally applied to any educational organization that offers K-12 courses through Internet-or Web-based methods (Clark, 2001). Virtual Schooling can be seen as part of a larger phenomenon, eLearning, a concept that is increasingly used in the K-12 environment to describe not only distance teaching and learning, but also the general use of educational and information technology in support of teaching and learning. The virtual schooling phenomenon is cresting several years after the maturation of eLearning in higher education, where there have been several highly publicized failures. Schools differ considerably from colleges in their funding mechanisms, student characteristics, policies, and other aspects. Excellent information about policy aspects of K-12 online schools has been provided by Blomeyer and his colleagues in sessions at the 2002 and 2003 Distance Teaching and Learning conferences. Based upon research and conversations with virtual schools, the first author developed a framework for describing virtual school initiatives through an initial study focusing on state-level efforts (Clark, 2000), and a second study looking at the full range of programs (Clark, 2001). The second study featured the first publicly available national survey of leading virtual schools. These studies and their frameworks have informed the planning efforts of several state-level virtual school efforts.