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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, Shu-Ching Yang
Copyright: © 2013 |Pages: 13
ISBN13: 9781466620322|ISBN10: 1466620323|EISBN13: 9781466620339
DOI: 10.4018/978-1-4666-2032-2.ch012
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MLA

Lin, Chin-Hung, and Shu-Ching Yang. "The Effects of Videoconferenced Distance-Learning Instruction in a Taiwanese Company." System and Technology Advancements in Distance Learning, edited by Vive (k) Kumar and Fuhua Lin, IGI Global, 2013, pp. 163-175. https://doi.org/10.4018/978-1-4666-2032-2.ch012

APA

Lin, C. & Yang, S. (2013). The Effects of Videoconferenced Distance-Learning Instruction in a Taiwanese Company. In V. Kumar & F. Lin (Eds.), System and Technology Advancements in Distance Learning (pp. 163-175). IGI Global. https://doi.org/10.4018/978-1-4666-2032-2.ch012

Chicago

Lin, Chin-Hung, and Shu-Ching Yang. "The Effects of Videoconferenced Distance-Learning Instruction in a Taiwanese Company." In System and Technology Advancements in Distance Learning, edited by Vive (k) Kumar and Fuhua Lin, 163-175. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2032-2.ch012

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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.

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