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dc.contributor.authorGreen, Alison J
dc.date.accessioned2011-07-02T18:02:10Z
dc.date.available2011-07-02T18:02:10Z
dc.date.issued2011-07-02
dc.date.submittedMay 2011
dc.identifier.urihttp://hdl.handle.net/1928/12879
dc.description.abstractThe purpose of this quantitative study was to explore the learning styles and delivery mode preferences in hospitality training. The delivery modes were online, using Centra™, and traditional training or face to face workshop. Data was collected from participants (n=79) in training within a large hospitality organization over a total of 11 workshops, 6 traditional, 5 online. This study examined how best to use the results in training at the instructional system design level to help deliver the appropriate training delivery modes. There were a total of four research questions analyzed. A correlational analysis, independent t-test and 2x1 ANOVA’s were used to analyze the appropriate research question. Index for Learning Styles (ILS) was used to determine the learning styles of the participants, pretest and posttest measured the learning and additional demographic questions were asked. There has been literature studying delivery modes in university classrooms, yet there is a gap in real practice research within the hospitality organization.en_US
dc.subjectLearning Styles, Training, Hospitality, Adult Learningen_US
dc.subjectClassroom instruction--Evaluation
dc.subject.lcshAdult learning--Psychological aspects
dc.subject.lcshTraining--Psychological aspects
dc.subject.lcshCognitive styles
dc.subject.lcshHospitality industry--Study and teaching
dc.subject.lcshWeb-based instruction--Evaluation
dc.titleHospitality Training: Do Learning Styles Matter?en_US
dc.typeDissertationen_US
dc.description.degreeOrganizational Learning and Instructional Technologyen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Educational Leadership and Organizational Learningen_US
dc.description.advisorBoverie, Patricia
dc.description.committee-memberO'Halloran, Robert
dc.description.committee-memberHood, Jacqueline
dc.description.committee-memberSalisbury, Mark


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