No description available.

No description available.

This research compared the effectiveness of an interactive video training program with an instructor-led program for teaching working adults the personal computer (PC) application WordPerfect. The objectives of the study were to develop a research methodology and instrumentation in order to determine whether instructor-led training resulted in significantly different reaction, performance, and post-training use than interactive video instruction and to utilize the findings to suggest strategies for teaching working adults PC applications. The study was based on the need to comparatively evaluate various instructional approaches for teaching PC applications to working adults. There is also an underlying need in computer training is for easily administered, yet comprehensive evaluation methodologies. There were 111 individuals in the original sample. Half were randomly assigned to a interactive video group and half to an instructor-led group. After initial dropouts there were 53 individuals in the instructor-led group and 47 in the interactive video group. Instructional objectives, content and topic sequence were the same for both groups. A pilot study was conducted to confirm the reliability and validity of the instruments and methodology. A demographic questionnaire was completed at the beginning of an initial training session. At the end of the first training session a performance test and a reaction questionnaire were completed. After two to three weeks a use survey, a knowledge test, and a performance test were completed. Descriptive and analytic statistics were prepared for the dependent variables (reaction, performance, and post-training use) and covariates (age, gender, occupation, organization, education, and prior use). Null hypotheses of no difference were rejected when the significance was less than .05. Results indicated no significant differences in performance between the groups after either the first training session or after two to three weeks. However, results indicated significant differences (p = .0004) in reaction with the instructor-led group rating the training better overall. The instructor-led group also indicated that the clarity and usefulness of the course materials was better (p = .035). Significant differences were also found in post-training use (p = .036). / Graduation date: 1991