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Title:Utilizing Different Instructional Formats in a Web-Based Distance Learning Program About Leisure Service Delivery
Author(s):Mulvaney, Michael Andrew
Doctoral Committee Chair(s):McKinney, William R.
Department / Program:Recreation, Sport and Tourism
Discipline:Recreation, Sport and Tourism
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Adult and Continuing
Abstract:The purpose of this study was to examine the instructional design of a web-based distance learning program (WBDL) about pay-for-performance systems in parks and recreation. The effects of two instructional strategies, discussion groups and multiple-formatted content, on participants' declarative knowledge and self-efficacy were examined. The moderating role of cognitive learning style, experience with technology, technology self-efficacy, and several individual characteristic variables were also examined. Participants for the study were students from four undergraduate courses in the Department of Recreation, Sport and Tourism. Preliminary correlation measures, a series of univariate analyses, and hierarchical regressions were used to test the research question and hypotheses. Analyses indicated that there were significant differences between a WBDL workshop with discussion group activities and a WBDL workshop without discussion groups with regard to participants' declarative knowledge and performance appraisal self-efficacy. Furthermore, these effects were not impacted by participants' experience with technology, technology self-efficacy, or a variety of other individual characteristics. No significant differences were found when examining the effects of multiple formats on declarative knowledge and performance appraisal self-efficacy. Further analyses on the interacting effect of multiple formats and discussion group activities found that multiple formats had a neutral effect on the positive effects of discussion group activities on participants' declarative knowledge. However, multiple formats negatively impacted the effects of discussion groups on performance appraisal self-efficacy. Findings from the study are discussed.
Issue Date:2006
Description:236 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
Other Identifier(s):(MiAaPQ)AAI3242948
Date Available in IDEALS:2015-09-28
Date Deposited:2006

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