The efficacy of self-paced learning based on printed resources for Advanced Diploma of Engineering (Civil) students

This study examined the introduction of flexible delivery into vocational training at advanced diploma level. The particular focus of the study was on the efficacy of using self-paced program delivery based on printed resources as an alternative to traditional classroom mode of delivery. Adopting a framework based on social cognitive theory, the study compared the results achieved in modules of a vocational training course by two groups of students: one group using a self-paced approach to learning based on printed material, the other experiencing a traditional classroom mode of delivery. A comparative evaluation of the two different approaches to the delivery of learning was conducted based on the grades achieved by students and on their reported experiences regarding their individual preferences for a particular mode of delivery. The results of the study indicated significant differences between the groups for both the outcomes of learning and the reported experiences of learners depending on the mode of delivery adopted. Students exposed to a traditional classroom mode of delivery were significantly more likely to achieve academic success than their peers who adopted a self-paced approach relying on print media. Further, it appeared that students in traditional classroom mode were more likely to have enjoyed their learning experiences than did their self-paced counterparts. It was also apparent that for students undertaking their learning in self-paced mode when the principal learning resource was print-based, the possession of good reading comprehension ability coupled with the use of good self-regulated learning strategies was a significant factor in the achievement of success.