Utilizing Different Instructional Formats in a Web-Based Distance Learning Program About Leisure Service Delivery
Mulvaney, Michael Andrew
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/86012
Description
Title
Utilizing Different Instructional Formats in a Web-Based Distance Learning Program About Leisure Service Delivery
Author(s)
Mulvaney, Michael Andrew
Issue Date
2006
Doctoral Committee Chair(s)
McKinney, William R.
Department of Study
Recreation, Sport and Tourism
Discipline
Recreation, Sport and Tourism
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Adult and Continuing
Language
eng
Abstract
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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
