Name
Abstract | ||
|---|---|---|
Distance learning, where instruction is given to students despite wide separations of students and teachers, is increasingly popular. Videoconferencing, which is examined in this study, is a distance learning mode of featuring real-time interaction of students and teachers and provides sequence, real-time, vision, and actual interaction. This study focuses on learning achievement compared to that of face-to-face instruction at one fixed location. It investigates the interrelation of learning achievement, gender, emotional intelligence, and motivation. Statistical techniques are used to analyze and evaluate the data. The subjects were divided into a target group and control group. The findings were that learning achievement was similar for videoconferencing and traditional face-to-face instruction. It showed a significant relationship between emotional intelligence and learning achievement. An implication is that a judicious embedding of emotional intelligence consideration in the design and implementation of videoconferencing courses might enhance learning achievement. |
Year | DOI | Venue |
|---|---|---|
2011 | 10.4018/jdet.2011040105 | IJDET |
Keywords | Field | DocType |
target group,actual interaction,traditional face-to-face instruction,face-to-face instruction,real-time interaction,control group,emotional intelligence consideration,videoconferenced distance-learning instruction,taiwanese company,videoconferencing course,distance learning,emotional intelligence,educational technology,comparative analysis,distance education,interaction | Experiential learning,Educational technology,Active learning,Learning achievement,Distance education,Psychology,Emotional intelligence,Videoconferencing,Academic achievement,Multimedia | Journal |
Volume | Issue | Citations |
9 | 2 | 0 |
PageRank | References | Authors |
0.34 | 2 | 2 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Chin-Hung Lin | 1 | 45 | 4.26 |
| Shu Ching Yang | 2 | 167 | 18.26 |