Date of Graduation

2002

Document Type

Dissertation/Thesis

Abstract

Organizations are facing many problems as they strive to maintain a well-trained workforce. A diverse workforce separated by location and work schedule as well as decreases in funding, personnel, training materials, and other resources, face-to-face training has become more difficult to accomplish. Paradoxically, because of the increase in job knowledge, fast-paced business practices, and the flood of technological innovations, now more than ever it is imperative that organizations have a workforce that is fully prepared to meet the challenges of the workplace. As a result, organizations must find effective, alternate ways to ensure that their employees have the information they need to do their jobs effectively and efficiently. The objective of the study is to evaluate Web-based training as a sound alternative to the face-to-face method of presenting material. The FBI's Uniform Crime Reporting (UCR) Program's hate crime identification and scoring class was taught by two different methods of delivery. A sample composed of both sworn officers and civilian law enforcement personnel was randomly selected to receive training either in a face-to-face presentation or a course delivered via an intranet. Both courses had the same learning objectives. The efficacy of the learning technology to achieve these objectives was evaluated through the use of a pre- and posttest. The difference in scores between the two tests was the proxy used to measure cognitive gain (or learning). The results were compared to the gains made by students in the face-to-face class. Various demographic information about the training participants was also collected, compared, and examined to see if any of this information affected cognitive gains. Additionally, the study examined separately the effects of computer anxiety and time on task on learning and also compares customer satisfaction with the two modes of instruction. The results demonstrate that there is no significant difference in the training participants' cognitive gains between the two methods of instruction. Furthermore, of the demographic attributes only familiarity with the material significantly affected cognitive gains in the face-to-face course and age (over 45) affected the gains made in Web-based training. Neither computer anxiety nor time on task affected the cognitive gains made in the Web-based course. Finally, students were equally satisfied with both methods of instruction.

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