2026-09-19T11:55:58Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/86012 2023-07-11 col_2142_5131 col_2142_14846 com_2142_5130 com_2142_14845 com_2142_9614

McKinney, William R. Mulvaney, Michael Andrew 2015-09-28T14:53:01Z 2015-09-28T14:53:01Z 10000-01-01 2006 2006 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. Made available in DSpace on 2015-09-28T14:53:01Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3242948.pdf: 7138699 bytes, checksum: c90310d95eb3fac42405e5379c0d3732 (MD5) Previous issue date: 2006 Embargo set by: Seth Robbins for item 87293 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 236 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. http://hdl.handle.net/2142/86012 (MiAaPQ)AAI3242948 eng Education, Adult and Continuing Utilizing Different Instructional Formats in a Web-Based Distance Learning Program About Leisure Service Delivery text Recreation, Sport and Tourism Recreation, Sport and Tourism University of Illinois at Urbana-Champaign Dissertation Ph.D.