Teacher training via computer-based distance education

With its increasing sophistication and feasibility, computer conferencing software is perceived as a valuable teletraining device. This study investigated the effects of computer-based distance learning compared to conventional learning upon subjects\u27 achievement performance, time-on-task, attitude, participation, interaction with peers and accessibility to the instructor. Fifty-three subjects, including twenty-five on-campus students and twenty-eight off-campus students, completed a semester graduate introductory course on microcomputer applications for education and training. On-campus subjects learned the course materials via a conventional instructional method, while off-campus subjects learned the course materials via a computer conferencing instructional method. The results showed that the computer conferencing group scored significantly lower than the on-campus group on achievement post-test, attitudes toward the course and outcomes of the course. Though there was a significant difference between the on-campus and computer conferencing groups on the post-test, there was no significant difference between the on-campus and computer conferencing groups on the final grade. Because final grade included all achievement tests scores as well as project assignments scores, it was considered the best indicator of subjects\u27 course performance. There was no significant difference between the on-campus and computer conferencing groups on time-on-task, even though different means on the time-on-task measures were observed. However, in general, the differences between the groups were small, and instructional method had no significant effect on achievement, time-on-task or computer attitude measures. The results suggested that some computer conferencing subjects tended to form cooperative learning groups. At the end of the study, the completion rate for the on-campus group was 92 percent. The correspondence group had 67 percent of the students complete the course. A very low completion rate (22 percent) was reported for the computer conferencing site where students worked independently using computer conferencing. The other computer conferencing site where the students formed a study group had 90 percent completion rate. Perhaps the group learning helped decrease the incomplete and drop-out rate. The research results suggested that computer conferencing could make a valuable contribution to teletraining for institutions. Dissemination of these results will facilitate adapting computer teletraining in other fields and in other institutional settings