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Learning to feel: Education, affective outcomes and the use of online teaching and learning
Athabasca Univ, Athabasca, Canada.
2009 (English)In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 2Article in journal (Refereed) Published
Abstract [en]

Research employing an experimental design pilot tested two delivery platforms, WebCT and ElluminateLive, for the generation of affective learning outcomes in the workplace. Ten different organizations across Western Canada asked their call centre/help desk staff to participate in an online course on customer service. One hundred and one participants were randomly assigned to two types of online learning management systems. Data comparing results of the two groups are inconclusive in relation to delivery outcomes, but indicate there is potential for soft skill development and affective gain using online delivery. Both groups performed well on tests of knowledge regarding appropriate affect in customer service environments. Soft skill assessment showed small gains from time one to time two for participants studying in both platforms. Differences between groups were seen in two observations. There was greater engagement and interaction among participants in the WebCT group. Additionally, the WebCT group yielded higher exam scores, but differences between exam means were not statistically significant.

Place, publisher, year, edition, pages
2009. Vol. 2
National Category
Computer and Information Science
Identifiers
URN: urn:nbn:se:kth:diva-70297OAI: oai:DiVA.org:kth-70297DiVA: diva2:486178
Conference
European Distance Education Network (EDEN) Research Workshop. Barcelona, Spain. October 2006
Note
QC 20120507Available from: 2012-01-30 Created: 2012-01-30 Last updated: 2017-12-08Bibliographically approved

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Cleveland-Innes, Marta
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