Telephone Instruction was compared to face-to-face instruction for a university-based one hour graduate credit course, The Creative Classroom. Subjects consisted of 137 classroom teachers who voluntarily enrolled in the course: 97 telephone-instructecl participants, 40 face-to-face participants and 30 contrast group subjects who received no instruction. Demographic data was used to establish group equivalency. The F ratio revealed a significant difference between mean scores on a posttest that measured cognitive outcomes of the course (p - .05). Th e telenetwork scores were significantly higher than the face-to-face or contrast group scores.
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References
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