Open Access Dissertation
The primary purpose of this study was to compare trainees' perceptions of learning in a web-based delivery and conventional-based delivery in a leading Midwestern Electronics Company. This study examined trainees' perceptions of learning environment differences and related demographic and attitudinal perception variables. Due to the nature of human beings, interactivity is a key element in the learning process. Two training programs were selected, one of which was Web-Based Training (WBT) and the other one was classroom based. The two have been chosen with the respect to the achievement of concepts and skills. The training programs were beginning Microsoft Word 97 and project management. The two training groups studied are referred to as: Project Management (Group 1), and Microsoft Word 97 (Group 2). A total of 100 surveys were sent to the subjects of each of the training programs. A total of 38 valid responses were made from the Project Management subjects and 35 valid responses were received from the Microsoft Word 97 subjects. Data analyses included the use of independent t test, cross-tables, frequency, and mean differences. The result indicated that there were no significant differences between web-based and conventional-based methods of delivery in the two training programs. Based on the data collected from this study, the conventional-based group and the web-based group achieved similar learning acquisition outcomes as measured in an independent t test at the p < .05 significance level. Although, the results show that there are no statically significant differences between the two groups by using the independent t test, the web-based group reported a higher mean in almost every question in the survey.
Year of Submission
Doctor of Technology
Department of Industrial Technology
Mohammad F. Fahmy, Committee Chair
1 PDF file (viii, 110 pages)
©2000 Hani Aljadaani
Aljadaani, Hani, "A comparison of Web-based and conventional-based training methods in a leading Midwestern company" (2000). Theses and Dissertations @ UNI. 742.