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Please be sure to check out this paper, appears in the European Journal of Open and Distance Learning.
Date of publishing 22.11.2007.
Learning to feel: Education, affective outcomes and the use of online teaching and learning
By Dr. Martha Cleveland-Innes, Associate Professor and Dr. Mohamed Ally, Associate Professor
Athabasca University
Abstract
Research employing an experimental design pilot tested two delivery platforms, WebCT and ElluminateLive, for the generation of affective learning outcomes in the workplace. Ten different organizations across Western Canada asked their call centre/help desk staff to participate in an online course on customer service. One hundred and one participants were randomly assigned to two types of online learning management systems. Data comparing results of the two groups are inconclusive in relation to delivery outcomes, but indicate there is potential for soft skill development and affective gain using online delivery.
Both groups performed well on tests of knowledge regarding appropriate affect in customer service environments. Soft skill assessment showed small gains from time one to time two for participants studying in both platforms. Differences between groups were seen in two observations. There was greater engagement and interaction among participants in the WebCT group. Additionally, the WebCT group yielded higher exam scores, but differences between exam means were not statistically significant.
Read more...
Source: The European Journal of Open and Distance Learning (EURODL)
Date of publishing 22.11.2007.
Learning to feel: Education, affective outcomes and the use of online teaching and learning
By Dr. Martha Cleveland-Innes, Associate Professor and Dr. Mohamed Ally, Associate Professor
Athabasca University
Abstract
Research employing an experimental design pilot tested two delivery platforms, WebCT and ElluminateLive, for the generation of affective learning outcomes in the workplace. Ten different organizations across Western Canada asked their call centre/help desk staff to participate in an online course on customer service. One hundred and one participants were randomly assigned to two types of online learning management systems. Data comparing results of the two groups are inconclusive in relation to delivery outcomes, but indicate there is potential for soft skill development and affective gain using online delivery.
Both groups performed well on tests of knowledge regarding appropriate affect in customer service environments. Soft skill assessment showed small gains from time one to time two for participants studying in both platforms. Differences between groups were seen in two observations. There was greater engagement and interaction among participants in the WebCT group. Additionally, the WebCT group yielded higher exam scores, but differences between exam means were not statistically significant.
Read more...
Source: The European Journal of Open and Distance Learning (EURODL)
