Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness
The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under re...
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Athabasca University Press
2009
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oai:doaj.org-article:a13e7065891e4e9189d5e556e67d76182021-12-02T16:59:50ZVideo-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness10.19173/irrodl.v10i3.6291492-3831https://doaj.org/article/a13e7065891e4e9189d5e556e67d76182009-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/629https://doaj.org/toc/1492-3831The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness.Katherine PangAthabasca University PressarticleWeb-based trainingvideo-driven multimediapedagogical equivalencepedagogical effectivenesscorporate trainingprofessional developmentSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 3 (2009) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
Web-based training video-driven multimedia pedagogical equivalence pedagogical effectiveness corporate training professional development Special aspects of education LC8-6691 |
| spellingShingle |
Web-based training video-driven multimedia pedagogical equivalence pedagogical effectiveness corporate training professional development Special aspects of education LC8-6691 Katherine Pang Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness |
| description |
The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness. |
| format |
article |
| author |
Katherine Pang |
| author_facet |
Katherine Pang |
| author_sort |
Katherine Pang |
| title |
Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness |
| title_short |
Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness |
| title_full |
Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness |
| title_fullStr |
Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness |
| title_full_unstemmed |
Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness |
| title_sort |
video-driven multimedia, web-based training in the corporate sector: pedagogical equivalence and component effectiveness |
| publisher |
Athabasca University Press |
| publishDate |
2009 |
| url |
https://doaj.org/article/a13e7065891e4e9189d5e556e67d7618 |
| work_keys_str_mv |
AT katherinepang videodrivenmultimediawebbasedtraininginthecorporatesectorpedagogicalequivalenceandcomponenteffectiveness |
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1718382285196099584 |