|Description||The problem, The purpose of this study was to determine if there was a difference in attitude and achievement of adult learners who participated in training via teleconferencing, face-to-face training, or a combination of both. Examined
also was the relationship between attitude of participants and achievement scores. Varying somewhat from other research studies was the finding of a significant difference between
the groups in attitude toward the training method. The results of the study confirmed previous research findings of no significant differences in achievement scores existing between the groups.
Procedure. The study was conducted on a random sample basis, Eighty-seven cases were included in the analysis and randomly assigned to the four treatment groups. The course content, pre- and post-tests, and the attitude assessment
instrument were developed based upon extensive research in the area of teleconference and evaluation. Four methods of delivery were used: all face-to-face, all teleconference, face-to-face prior to teleconference, and teleconference
followed by face-to-face, Each treatment group utilized the same instruction, content, instructor, and instrumentation. Only the method of delivery was varied.
Conclusions. Differing significantly from the other groups, the all face-to-face group was much more positive toward the method of delivery than were the other three groups. As face-to-face contact increased, the attitude responses of the participants improved. Although there was no
significant difference in achievement scores between the groups, the all teleconference group obtained the highest gain score. There was no significant relationship between attitude and learning.
Recommendations. The study concludes with suggestions for successful uses of teleconferencing. Educators employing
teleconferencing must develop curricula which can create an environment that can replace the need for face-to-face contact. Recommendations for successful uses for teleconference instruction include humanizing the learning environment, allowing for maximum participation by students,
implementation of a presentation style which is conducive to learning, and feedback between student and instructor to insure learning.||en