DTIC ADA281825: A Comparison of Computer-Based Training and Conventional Classroom Training for Technical Instruction

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NSN 754 0-01-280-5500 Stanoard ;orm 298 (Rev 2-89)
pl- ' , AMIJI I S Ii ' i
S
A COMPARISON OF COMPUTER-BASED
TRAINING AND CONVENTIONAL CLASSROOM
TRAINING FOR TECHNICAL INSTRUCTION
A Thesis
Presented in Partial Fulfillment of the Requirements for
the degree of Master of Science in the
Graduate School of The Ohio State University
by
David Stanley Spotts, B.S., M.S.
The Ohio State University
1992
Master's Examination Committee: Approved by
Gary P. Maul
2&,z
Jerald Brevick
'Adviser
Department of
Industrial and Systems
Engineering
II
ACKNOWLEDGMENTS
I would like to express my deepest thanks to Professor
Gary Maul. His guidance and intuition have been critical to
success of this venture.
In addition, I would like to express my gratitude for
help and insight provided by Professor Jerry Brevick. His
comments and suggestions for the thesis were both insightful
and helpful.
Finally, I wish to thank my wife, Christine. This
thesis could never have been completed without her help,
understanding and infinite patience.
Aooession For
NTIS GRA&I
DTIC TAB
ULAnnounced 0
By -. .
Disribut ton/
Avalalbiilty Codes
Avail and/or
Dist Special
C
i
AV
* VITA
April 28, 1964 ............... Born - Torrence, California
1986 B.S., The Ohio State
............
University, Columbus, Ohio
1987-1991 Missile Launch Officer,USAF,
............
Malmstron AFB, Montana
* 1989 M.S. in Systems Management,,
............
University of Southern
California, Los Angeles
1991-Present ................. Student, Air Force Institute
of Technology, The Ohio
* State University, Columbus,
Ohio
FIELDS OF STUDY
Major Field: Industrial and Systems Engineering
TABLE OF CONTENTS
ACKNOWLEDGMENTS****.***..*.*.........o..o..o.o.i..i o-oo
0LIST OF TABLES...........................o..v.o.. ...o * ooo vi
LIST OF FIGURES.......................... oVII
INTRODUCTION................o.,....... ........o 1
CHAPTER PAGE
I1. PNEUMATICS .......................oe.......... 3
PNEUMATICS OVERVIEW.. ........... ****** .. .. ... 3
*PNEUMATICS COURSE OUTLINE .....o................o 5
II. COMPUTER-BASED TRAINING ....p9.9.09 99 *~*****o * ** 10
THE ORIGINS OF CBT..................... o~e 10
..
THE EVOLUTION OF CBT. .... . . . .. . .. .oo. . 14
0III. AUTHORING ..... o ...99.99.99.99. .. 19
AUTHORWAREoo...............*............... 19
GUIDELINES FOR AUTHORING.. ........... **so***** 24
IV. EXPERIMENTAL DESIGN.......... .... .oooo.... ooo.. 28
OBJECTIVES OF THE EXPERIMENT ....o............o.. 28
V.* STATISTICAL1 TOOLS....o.............. . . ... 36
TWO SAMIPLE t-TEST ... o ..... ..... .o...o.~ 36
ONE SAMPLE t-TEST ................... 999*999999 38
iv
VI. STATISTICAL ANALYSIS ............................ 40
QUALITY OF INSTRUCTION ANALYSIS ............... 40
TIME ANALYSIS ................................ 42
LEARNING EFFICIENCY ........................ 43
REGRESSION ANALYSIS .......................... 45
VII. CONCLUSIONS ............................ 48
APPENDIX - PNEUMATIC COURSE PRE/POST TEST ............... 52
BIBLIOGRAPHY............................................ 63
0v
0
LIST OF TABLES
TABLE PAGE
1. Recorded data on CET students .................... 32
2. Recorded data on classroom students 32
........
3.* CBT training data . .06.0000.. . . 0 .0.. ... . ... . 0 40
4. Classroom training data ..... .................. 41
05. CBT training efficiency data ... ............. 44
6. Classroom efficiency data . ..... .................. 44
7. Data used for regression analyses on
CET students .. ... .. .... o** o ...... 0*.... ... . .. .. .. 46
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I
LIST OF FIGURES
FIGURE PAGE
1. Chapter breakdown of pneumatics course ........... 6
2. Procedural events in a linear program ........... 12
3. Procedural events in an intrinsic program ....... 13
4. Example icon structure in Authorware ............ 22
5. Overhead used for classroom instruction ......... 30
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INTRODUCTION
The purpose of this thesis is to determine if there is
a difference in the quality of instruction between classroom
training and that of computer-based training (CBT) in a
technical environment. Many applications for CBT have been
found in the educational systems of the United States and
Europe. At the present time, however, CBT is most
frequently used as a supplement to conventional classroom
instruction or as remedial instruction.'
This thesis explores the use of CBT as a primary means
of specifically teaching technical personnel the
fundamentals of industrial pneumatics. The project was
conducted at an automotive manufacturer located in central
Ohio. Pneumatics was chosen as a basic course that would
have broad applicability to technical personnel throughout
that organization.
With the advent of new technologies and the consumers'
demand for quality, it is imperative for industry to have
the trained personnel capable of running the equipment
correctly and efficiently. Because this training must be
given, the underlying question becomes that of: "How is the
training going to be delivered?"
1
I I- i
2
CBT offers a number of possible benefits including reduced
instructional and administrative costs and greater
versatility. However, there is a great reluctance to use
CBT extensively. The traditional classroom teaching
approach is so imbedded in our culture that it is difficult
to readily accept alternative methods. It is evident more
research is required to determine the effectiveness of
computer-based training.
S
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