Is the classroom better? An introspective look at e-learning and classroom from a GED standpoint

The present study examined whether participants assigned to a well-executed e-learning program would show greater improvement in mean test scores pre-post instructional intervention compared to those learning through the traditional classroom method. In the last ten years, many organizations have created e-learning programs with the hopes of enhancing or replacing traditional instructor-led classes (Jones, 2013). However, 41% of American Society of Training and Development’s respondents admitted their organization does not possess metrics to evaluate e-learning’s usefulness (Miller, 2012). One of the major challenges in incorporating and implementing e-learning programs is the ability to measure its use and effectiveness (Miller, 2012). Effective training has the potential to increase knowledge, skills, and abilities and allows employees to leverage the training results for the organization’s benefit (Blume, Ford, Baldwin, & Huang, 2010 & Huang, 2009). The study found that job satisfaction and conscientiousness were negatively related to retention.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Schrader, Taryn C.

Contributors dc:contributor

• O'Leary, Brian J.
• Weathington, Bart L.; Biderman, Michael D.
• College of Arts and Sciences

• Employees -- Training of -- Computer-assisted instruction

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/178

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1316