Abstract

Online courses currently offered by aeronautical institutions are unstructured conversions of traditional courses into Web-based courses that lack the learning theory and instructional design principles framework, thus lacking the efficiency and effectiveness in dealing with the academic demands required to prepare aviation/aerospace professionals for the challenges of the technologically driven twenty-first century. The purpose of this study was to compare the effectiveness of two versions of an aeronautical online graduate course on research methods knowledge and competence: a comprehensive objectivist design and an unstructured design. Quantitative, causal comparative, quasi-experimental methodology was utilized. Using criteria derived from literature, criteria were established for the development and eventual online delivery of a comprehensive objectivist instructional design on graduate research methods learning. Results revealed that the comprehensive objectivist design was significantly more effective than its unstructured counterpart on graduate learners’ competence in research methods, but found no significant difference in knowledge. It was recommended that aeronautical institutions (a) create programs with critical thinking and problem solving embedded in their curriculum for enhancing learner competence, and (b) thoroughly train every online instructor in the development and use of comprehensive online instruction.

Citation

Maryannakis, A. Effectiveness of objectivist online instruction on graduate learners' knowledge and competence. Ph.D. thesis, Capella University. Retrieved May 29, 2023 from https://www.learntechlib.org/p/120647/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com

Keywords

• Aerospace Engineering
• Curriculum and Instruction Education
• Technology of Education