Evaluation of a Computer-Based, Asynchronous Activity on Student Learning of Leadership Concepts.

Educators require a variety of delivery methods to maintain students’ motivation and attention, and to address different learning styles (Born & Miller, 1999). Vehicles that can reinforce cognitive knowledge and provide students the opportunity to put theory into practice include simulations, role-play, and games. Alessi and Trollip (1991) provide five major types of computer-based instructional programs: tutorials, drills, simulations, instructional games, and tests. Computer-based multimedia gives instructional designers the tools of animation, video, and sound to provide learners with working models that convey complex concepts. The purpose of this study was to ascertain if the use of an asynchronously delivered simulation activity to teach leadership styles and ethics theory would improve learning. The study employed a quasiexperimental design with a non-equivalent control group. Comparison of student performance on selected examination questions revealed that the treatment group (N=83) answered 9% more questions correctly than did the control group (N=113). In addition, students in the treatment group performed significantly better on examination questions written at the knowledge, comprehension, and analysis levels based on Bloom’s Taxonomy of Learning Objectives: Cognitive Domain (Bloom, 1956). Students in the treatment group performed equally well, regardless of learning preference (visual, aural, kinesthetic or multi-modal). It was concluded that computer-based simulations have the ability to improve student learning of leadership concepts at higher cognitive levels while allowing students to apply theory to real world situations.

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