Measuring the impact of technology on leadership education
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The purposes of this study were to determine the effectiveness of a computer-assisted lab environment in a course on leadership and to determine if undergraduate students believe that leadership concepts can be successfully taught in an asynchronous environment, in this case, using the technology of the world wide web. Students' attitudes toward computer-based leadership education were measured by a leadership perception index, a technology perception index, a class-inclusion acceptance index, and a discussion technology acceptance index administered through a post-activity survey that measured their responses in both a quantitative and qualitative format. Students participated in a leadership lab activity in one of three treatments: 1) no computer-facilitated interaction and traditional classroom interaction, 2) completely asynchronous, computer-facilitated interaction, or 3) hybrid interaction consisting of half computer-facilitated, and half traditional classroom interaction. A post-activity survey was used to collect data about the students' perceptions of their experiences. Post-activity survey scores indicated that a majority of students accept learning about leadership through asynchronous technological means such as the world wide web. Students who were not exposed to any technological experience in this activity quantitatively answered that the interpolation of technology into leadership education would not be successful. The hybrid group quantitatively felt the use of technology was most acceptable of the three treatment groups, with slightly fewer "positive" results from the completely asynchronous, solely computer-facilitated group. Students had a positive attitude toward computers, and qualitatively identified the need to use computers more prevalently in undergraduate teaching. Students' qualitative results also indicated that students felt that computers were important to their future and most seemed to enjoy to opportunity to complete a lab using them. Since the computer facilitated assignment was completed using the Internet as a connection medium, additional data were collected from students. Interestingly, of students involved in the asynchronous section, only 18% completed their assignments during morning hours (from 6:00 a.m. to noon), while 39% completed their assignments between 8:30 p.m. and 1:00 a.m.
Jones, Robert T. (2005). Measuring the impact of technology on leadership education. Master's thesis, Texas A&M University. Texas A&M University. Available electronically from