Author: Virginia. Department of Criminal Justice ServicesPublisher:
ISBN:
Category : Distance education
Languages : en
Pages : 41
Book Description
Evaluation of the Feasibility and Costs of Distance Learning Techniques for Law-enforcement Training
Author: Virginia. Department of Criminal Justice ServicesPublisher:
ISBN:
Category : Distance education
Languages : en
Pages : 41
Book Description
Training Through Distance Learning
Author: Robert A. WisherPublisher:
ISBN:
Category : Distance education
Languages : en
Pages : 70
Book Description
"This report offers a review of the literature on the effectiveness of distance learning as applied to training. Most research in distance learning was found to be anecdotal, focusing on education rather than training. When effectiveness was measured, it was usually not supported by strong experimental or quasi-experimental designs, and comparative results (such as to the classroom) were reported only one-third of the time. When data were reported, there were analytic problems and errors in reporting which were often overlooked by researchers. An assessment of the completeness of information in reporting course design and instructional techniques in the literature showed 40% of the studies did not mention course design or conversion and 25% did not mention instructional techniques. When distance learning was demonstrated to be effective, it was difficult to resolve why it was effective: the effort in course design or reconversion, the instructional techniques used, or the methods of communication (technology) employed. Suggestions for improving evaluations are offered."--DTIC.
Acts of the General Assembly of the Commonwealth of Virginia
Author: VirginiaDistance Learning for Professional Development in Law Enforcement - what Works
Author: Keith E. GastonPublisher:
ISBN:
Category : Law enforcement -- Computer-assisted instruction -- Public opinion
Languages : en
Pages :
Book Description
Online distance learning is an essential element in the continuing education of law enforcement officers across the nation. However, little research has been conducted into the use of learning management systems by law enforcement agencies as a tool for professional development. This study attempts to assess the attitudes, preferences, and influences that impact distance learning for professional development work for state law enforcement officers and their agencies. Law enforcement agencies and law enforcement training centers have failed to utilize or embrace distance-learning technologies, or they have adopted distance-learning technology without knowing the effectiveness of the training or learning. For adult learning to be active, the learner must embrace the subject and the training delivery method. The law enforcement profession has historically used traditional classroom lectures for education and hands-on demonstration for training. This study focuses on the attitudes, preferences and other factors that influence the use of distance learning for professional development by state law enforcement officers. This study incorporated an online survey of 496 Florida state law enforcement personnel employed by the Florida Highway Patrol and the Florida Fish and Wildlife Commission, Division of Law Enforcement. The survey consisted of 64 questions that were analyzed and results into categories of descriptive demographics, work-related, reading and writing skills, technology use, software use, self-belief, self-management, ease of use, and learning preference for a review of factors that influence the attitudes and perceptions of state law law enforcement personnel on the use of learning management systems for profession development learning. This quantitative study revealed wireless connectivity variations between metropolitan and rural counties does not influence the perception or attitude of state law enforcement personnel on the use of a learning management system. The research also revealed the learning management system does not influence their perception of online, classroom or blended learning for professional development. This research also revealed little correlation to age, race or national origin, sex, and years of experience to the preference for a learning management system for distance learning. The research suggests that level of education does not influence the attitude or perception of users on the use of a learning management system but personnel who are certified instructors do have a stronger preference towards the use of a learning management system for professional development learning. The duty assignment of patrol, investigations, supervisory and administrative, or other duties does not influence the attitude or perception of users of a learning management system.
Journal of the House of Delegates of the Commonwealth of Virginia
Author: Virginia. General Assembly. House of DelegatesPublisher:
ISBN:
Category : Bills, Legislative
Languages : en
Pages : 1248
Book Description
Journals of the Senate of Virginia
Author: Virginia. General Assembly. SenatePublisher:
ISBN:
Category : Virginia
Languages : en
Pages :
Book Description
An Evaluation of Computer Based Training for Police Radar Operators
Author: Paul E. KonschakPublisher: Universal-Publishers
ISBN: 1581121768
Category : Business & Economics
Languages : en
Pages : 124
Book Description
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.
Distance Learning. Volume I: Distance Learning Analysis Study
Author: Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
The primary focus of this project is the determination of the feasibility and cost effectiveness of applying Distance Learning strategies to 22 selected PPSCP courses and development of a Distance Learning Analysis Procedures Manual.
Research in Education
Author: Effect of Distance Learning Technology as a Training Delivery System for Rural and Small Law Enforcement Agencies
Author: Thomas Clyde JohnsonPublisher:
ISBN:
Category : Distance education
Languages : en
Pages :
Book Description
This study examined the perceptions of law enforcements officers employed by rural and small law enforcement agencies on the effectiveness of the use of distance education technology as a delivery system for training programs. Four research questions were designed to assess officers' perceptions. This study used both quantitative and qualitative analysis of data to assess these questions. Quantitative data were collected through the use of a pretest and post-test, and a survey. Qualitative data were collected through observations of subjects' interaction with the treatment, interviews with participants, reviews of survey comments, and analyses of budget documents. The results of this study suggested that officers found the use of distance education technology as a means for delivering training courses to be effective. Agencies should ensure that their technology is compatible with the modality in which the course is presented and that their officers are trained in the use of this technology. Course material should include core information and supplemental material similar to that found in traditional face-to-face courses. Online courses should contain the same structure as found in traditional face-to-face courses. The environment in which the learning occurs should be comfortable, distraction-free, and suitable for engaging in online learning.