Validation of a self-instructional foodservice inventory control system module

Kim, Il-Sun Yang

doi:10.31274/rtd-180813-9051

Cited by 1 publication

(2 citation statements)

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“…Courses using these supplements are purchasing, foodservice management information systems, quantity food production management, and foodservice management. Kim (1989) used a form of self-directed learning, programmed self-instruction (PSI), with an inventory control model to instruct students in HRIM and dietetic programs. In an earlier study using PSI, Cole (1988) conducted research with students enrolled in Quantity Food Production Management Experience to determine the effectiveness of programmed self-instruction and simulation educational methods.…”

Section: Self-directed Learningmentioning

confidence: 99%

“…Cole (1988) recommended, and others concurred, that further research be conducted to "investigate what types of learning styles students in HRIM curricula possess and determine if these learning styles can be used to predict the most effective instructional method" (p. 54). Cole (1988) and Kim's (1989) research samples employed students enrolled in HRIM courses for their population samples. As a result of their recommendations to do further studies on types of instruction with this population, students enrolled in quantity food production management were chosen as pilot test subjects and the Iowa State University HRIM research sample for the current study.…”

Section: Self-directed Learningmentioning

confidence: 99%

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Quantity food production text and cognitive evaluation device development

Paulson¹,

Morgan²

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LIST OF TABLES The staged self-directed learning model A comparison of assumptions of teacher-directed (pedagogical) learning and self-directed (andragogical) learning 40 2. Concrete Random. These learners display experimental attitudes and behaviors. Trial and error and intuitive approaches are preferred. 3. Abstract Sequential. These learners have decoding abilities with written, verbal, and image symbols. They prefer rational and sequential learning. 4. Abstract Random. These learners are attentive to human behavior. They prefer learning in an unstructured manner in discussions and activities that involve multisensory experiences. Gregorc developed the Gregorc Style Delineator to measure the two mediation traits, perception and ordering, from which abstractness and concreteness emerge (Gregorc, 1979). The author emphasizes the matching of instructional materials and methods to meet individual preferences. Campbell (1989), using Gregorc's (1979) delineation, pilot-tested 102 students in business communication at Memphis State University to study the relationship between teachers' and students' learning styles and students' achievement in business communication. Campbell discovered no significant difference (p<.05) in student achievement in a business communication course when categorized according to learning style. Likewise, no significant difference (p<.05) existed when learning style was matched to teaching style of the instructor.

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Section: Self-directed Learningmentioning

confidence: 99%

Section: Self-directed Learningmentioning

confidence: 99%