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A comparison research model for adult distributed training

Bradley Scott Barker, University of Nebraska - Lincoln

Abstract

This study presented a comparison research model to examine the effectiveness and cost-effectiveness of online adult distributed training compared to a traditional classroom setting. The model was applied to First Connections, an online infant and toddler care provider training program. ^ One hundred and thirteen participants were given a pretest composed of 40 questions prior to training. The control group (n = 29) received training in a traditional community college classroom. Treatment group 1 (n = 26) received training online but chose to receive continuing education credits (CEU) instead of college credit. Treatment group 2 (n = 58) received training online and 4.5 college credits. A demographic survey was administered to all three groups. Posttests were administered to each group at the end of the training. Treatment groups completed a 55-item 5-point Likert-type after training to measure three variables: content, presentation and student reaction. ^ Posttest scores indicated no significant differences between groups F(2,59) = 2.58, p = 0.084. The reliability of the testing instrument was established using a Cronbach's alpha (0.77) and experts ratings. Mean scores and alpha coefficients for the content, presentation and student reaction were (M = 3.98, α = 0.86; M = 3.73, α = 0.90; and M = 4.05, α = 0.84) respectively. Attrition bias was examined and no significant differences were found in pretest scores, age or job experience between participants who completed the training and those who did not. ^ A cost-effectiveness analysis indicated ratios of $1,791 for the control group, $4,019 for treatment group 1 and $2,557 for treatment group 2. The cost-effectiveness ratio (CE) for the combined online group was $1,557. The study revealed that CE ratios decrease with increased enrollments in the online groups.^ The study concluded that First Connections set standards for infant and toddler care in Nebraska, a stated goal of the program. In less than two years, 10% of all providers in the state had participated to some degree in First Connections, increasing the continuity of care. ^

Subject Area

Education, Early Childhood|Education, Technology of|Education, Curriculum and Instruction

Recommended Citation

Barker, Bradley Scott, "A comparison research model for adult distributed training" (2002). ETD collection for University of Nebraska - Lincoln. AAI3070120.
http://digitalcommons.unl.edu/dissertations/AAI3070120

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