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Effectiveness of computer-assisted i...

Gilbert, David Wayne.

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Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills./
Author:	Gilbert, David Wayne.
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2947.
Contained By:	Dissertation Abstracts International67-08A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3229816
ISBN:	9780542816116

Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills.
Gilbert, David Wayne.

Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills. - 137 p.

Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2947.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2006.

This experimental research examined teaching effectiveness of blending online computer-assisted instruction (CAI) with traditional classroom instruction. Two blended learning methodologies of web-based CAI and face-to-face classroom instruction were investigated in the Automotive Technology Department at Southern Illinois University Carbondale. Results were determined by a psychomotor electrical diagnostic skill evaluation of two matched groups exposed to different blending methods of teaching basic electrical concepts. Following the course of blended instruction, active electrical circuit boards measured participants' hands-on diagnostic problem solving abilities. Frequency trends within the response data set exhibited distinctive differences between the control and experimental group that could be attributable to CAI blending methods. However, statistical analyses of the research data were unable to substantiate a significant probability of relationship to CAI blending methods beyond the study population. Post hoc reviews of e-learning materials and diagnostic procedures were conducted to provide further insight into the understanding of research data. In conclusions of this research study, blended teaching methods experienced by the experimental group demonstrated a comparatively higher level of psychomotor electrical diagnostic skill capability.

ISBN: 9780542816116Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills.
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500 $a Adviser: Alvin Putnam.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2006.
520 $a This experimental research examined teaching effectiveness of blending online computer-assisted instruction (CAI) with traditional classroom instruction. Two blended learning methodologies of web-based CAI and face-to-face classroom instruction were investigated in the Automotive Technology Department at Southern Illinois University Carbondale. Results were determined by a psychomotor electrical diagnostic skill evaluation of two matched groups exposed to different blending methods of teaching basic electrical concepts. Following the course of blended instruction, active electrical circuit boards measured participants' hands-on diagnostic problem solving abilities. Frequency trends within the response data set exhibited distinctive differences between the control and experimental group that could be attributable to CAI blending methods. However, statistical analyses of the research data were unable to substantiate a significant probability of relationship to CAI blending methods beyond the study population. Post hoc reviews of e-learning materials and diagnostic procedures were conducted to provide further insight into the understanding of research data. In conclusions of this research study, blended teaching methods experienced by the experimental group demonstrated a comparatively higher level of psychomotor electrical diagnostic skill capability.
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