The Effects of Videoconferenced Distance-Learning Instruction in a Taiwanese Company

The Effects of Videoconferenced Distance-Learning Instruction in a Taiwanese Company

Chin-Hung Lin (Chung Chou Institute of Technology, Taiwan) and Shu-Ching Yang (Aletheia University, Taiwan)
Copyright: © 2013 |Pages: 13
DOI: 10.4018/978-1-4666-2032-2.ch012
OnDemand PDF Download:
$30.00
List Price: $37.50

Abstract

Distance learning, where instruction is given to students despite wide separations of students and teachers, is increasingly popular. Videoconferencing, which is examined in this study, is a distance learning mode of featuring real-time interaction of students and teachers and provides sequence, real-time, vision, and actual interaction. This study focuses on learning achievement compared to that of face-to-face instruction at one fixed location. It investigates the interrelation of learning achievement, gender, emotional intelligence, and motivation. Statistical techniques are used to analyze and evaluate the data. The subjects were divided into a target group and control group. The findings were that learning achievement was similar for videoconferencing and traditional face-to-face instruction. It showed a significant relationship between emotional intelligence and learning achievement. An implication is that a judicious embedding of emotional intelligence consideration in the design and implementation of videoconferencing courses might enhance learning achievement.
Chapter Preview
Top

Introduction

Distance learning is an increasingly popular method of providing instruction. It provides the benefit of enabling widely geography dispersed students to tape courses. The students and teacher can be remotely located from each other and get interact (Bates, 2005). It offers accessibility, convenience and cost effectiveness. A specific method of distance learning is videoconferencing. This mode is distinguished by the fact that it brings together students and teacher synchronically, usually and aurally. Its real-time interaction creates a sense of immediacy and social presence and promotes active participation and motivation (Gillies, 2008). Because it is relatively new, videoconferencing has not yet been adequately researched. Although videoconferencing has distinguishing features, it also shows many characteristics in common with others modes of distance learning. For this reason, references have not been limited to articles based exclusive on videoconferencing.

This study dealt with a videoconferencing course offered to a group of its workers by a Taiwanese private company. The course had an instructional approach (Bender, 2003; Kumpulainen & Wray, 2002; Salmon, 2003). The primary purpose of this study was to examine the effectiveness of this course in term of learning achievement and to compare that learning with learning derived from courses using face to face instruction at a fixed brick and mortar site. The study also investigated the interaction of various factors, including gender, emotional intelligence components, and motivation, both singly and in combination. The Theoretical Framework section conducts a literature review and tests five Hypotheses based on the factors just mentioned. The Method section details the parameters of the study and how the study was done. The Data Analyses and Results section provides the results, including the acceptance and rejection of the Hypotheses. The Discussion furnishes the rational for judging the Hypotheses and compare. This study results with those is comparable study. The Conclusion states majors’ conclusions and implications.

Complete Chapter List

Search this Book:
Reset