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The Relationship between Course Syllabi and Participant Evaluation Reactions Across Web-based and Face-to-Face Courses
Title
The Relationship between Course Syllabi and Participant Evaluation Reactions Across Web-based and Face-to-Face Courses.
Creator
Glerum, David, Wooten, William, Fritzsche, Barbara, Yee, Kevin, University of Central Florida
Abstract / Description
A common form of training or education evaluation involves the examination of course participant reactions towards various aspects of the course for summative evaluation purposes. Participant reactions have been examined within the framework of a comparison between online and face to face courses often with a slight positive weight towards online courses (Sitzmann et al., 2006). Past research on this topic has denoted a need for studies examining the relationship between objective course...
Show moreA common form of training or education evaluation involves the examination of course participant reactions towards various aspects of the course for summative evaluation purposes. Participant reactions have been examined within the framework of a comparison between online and face to face courses often with a slight positive weight towards online courses (Sitzmann et al., 2006). Past research on this topic has denoted a need for studies examining the relationship between objective course characteristics and participant reactions. This paper seeks to examine the relationship between participant reactions of a sample of geographically disbursed teachers enrolled in a large, national professional development company and objective course characteristics as communicated by course syllabi within a framework of comparison between online and face to face courses. The delivery format, knowledge base, specificity of course objectives, and student interaction levels were all related to some degree to various participant reactions, although the effect sizes were notably small. In many cases, an interaction between the delivery format and objective course characteristic in question influenced the participant reaction. Objective course characteristics as communicated by the syllabi appeared to be major predictors of participant reactions within the face to face courses that were examined, but not for the online courses. Course development stakeholders are recommended to pay attention to the course syllabus design process and craft quality syllabi that communicate relevant information while concurrently anticipating potential participant reactions. Organizations may be able to align the outline for instruction or (")contract(") as presented by the syllabus with recommendations as offered by participant evaluations so as to instill consistent expectations within the participants and maximize positive reactions towards the courses within which they are enrolled.
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Date Issued
2011
Identifier
CFE0004113, ucf:49119
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004113
The Attitude-Engagement Model Within-Persons: An Experience Sampling Study of Job Attitudes and Behavioral Engagement
Title
The Attitude-Engagement Model Within-Persons: An Experience Sampling Study of Job Attitudes and Behavioral Engagement.
Creator
Glerum, David, Wooten, William, Fritzsche, Barbara, Yee, Kevin, University of Central Florida
Abstract / Description
Although a large body of research has attempted to answer the question, (")Is a happy worker a more productive worker?(") by examining the relationship between job attitudes and behaviors, results are often inconsistent. Drawing upon Fishbein and Ajzen's (1974) compatibility principle as well as theory on job attitude change and dynamic performance, the current study sought to answer this question by examining the attitudes-performance relationship at the within-persons level of analysis....
Show moreAlthough a large body of research has attempted to answer the question, (")Is a happy worker a more productive worker?(") by examining the relationship between job attitudes and behaviors, results are often inconsistent. Drawing upon Fishbein and Ajzen's (1974) compatibility principle as well as theory on job attitude change and dynamic performance, the current study sought to answer this question by examining the attitudes-performance relationship at the within-persons level of analysis. Specifically, an Attitude-Engagement Model that specifies a broad conceptualization of job attitudes and behavioral engagement should exhibit the strongest relationship between job attitudes and job behaviors (Harrison, Newman, (&) Roth, 2006; Newman, Joseph, (&) Hulin, 2010) within-persons. Although relationships between these two domains have been theorized and examined within a between-subjects framework, no attempts have been made to examine these broad factors at the within-subjects level. Using experience sampling methodology (ESM), job attitudes and job behavior data were collected from 52 hairdressers, cosmetologists, and barbers across 1,438 observations. Using intensive longitudinal methods (Bolger (&) Laurenceau, 2013), evidence for large within-persons variability in both job attitudes and behavioral engagement was found. Evidence for the Attitude-Engagement model at the within-persons level of analysis was also provided, even after introducing a one (")moment(") and one (")day(") time lag. Furthermore, in order to provide evidence for the construct validity of the A-Factor and the E-Factor within-persons, evidence for the within-persons reliability of the assessment of change was established employing a generalizability framework. The findings have both research and practical implications for the study of attitudes and behaviors in the workplace and suggest several interesting avenues for future research.
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Date Issued
2016
Identifier
CFE0006107, ucf:51205
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006107