An Evaluation of Computer Based Training for Police Radar Operators
The purpose of this study was to examine two instructional methods for delivering a radar operators training class for members of a municipal police department. The first method examined was the traditional classroom-based training with a certified radar instructor. The second method was a computer-based training (CBT) course based on the instructional material from the classroom-based course. The CBT course was administered on CD-ROM using the police department s Windows(c) based computers. This study compared the two methods of delivery to determine if the CBT course was as effective as the traditional classroom-based course. Effectiveness was measured by the completion times of the two courses, examination scores, and overall participant satisfaction levels. These measures were conducted using quasi-experimental design that involved two sample groups. The total population was sixty-nine police officers. The sample contained fourteen participants, divided into two equal groups of seven. The independent variable was the instructional method. The dependent variables were the course completion times, examination scores, and the satisfaction levels of the participants. Of the two groups of police officers, Group 1 received the CBT for radar operators, while Group 2 received the traditional classroom training. Data was gathered regarding the completion times, test results, and participant satisfaction levels of the two courses. A statistical analysis of the data was conducted to determine the difference in course completion times, test scores, and participant satisfaction levels between the two courses.
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administrators Adult education programs agency andragogy applied assessment B.F. Skinner behavior Carnegie Mellon University certification cited classroom-based course cognitive Cognitive Apprenticeship Cognitivism collaborative computer assisted learning computer based training computer-based instruction computer-based training conducted course completion criminal justice community criminal justice field criminal justice professionals criminal justice training Distance Education Educational Technology effectiveness of computer-based end of course Evaluation experiential learning February 14 individualized instruction Instructional Approach instructional design instructional method instructional strategy Internet involves knowledge Kulik law enforcement learners learning process learning program levels for participants Likert scale Mann-Whitney U test mean test scores municipal police department null hypothesis participant satisfaction levels police officers police radar operators programmed instruction provides the following questionnaire rapid prototyping response Retrieved February Saettler sample significant difference skills specific student satisfaction levels t-test teaching machines traditional classroom-based training trainers training for police training program training session utilized