| This research explored the relationship between learner autonomy and computer-based education improvement. A quantitative approach was taken using the Learner Autonomy Profile to measure high and low learner autonomy and NETg(TM) computer-based education program to measure gain scores from pre-test to post-test. Seventy-five participants volunteered to be a part of this study. Each participant was employed at a Delaware Valley healthcare system.; Independent T-Tests demonstrated significant differences on gain scores between high and low learner autonomy groups on 5 of 22 subscales. More specifically, group identity, love issues, communication skills, future orientation and evaluating alternatives subscales were significantly different at the .05 criterion level.; For this sample, different levels of autonomous learning intentions had a relationship with five subscales of the Learner Autonomy Profile and computer-based education gain scores. In addition, both high and low-level learner autonomy groups demonstrated learning through improved gain scores. Thus supporting the expansion by companies into the area of computer-based education since it was an effective medium for both reported autonomous and non-autonomous learners. |
