Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior

Prior, Daniel D.; Mazanov, Jason; Meacheam, David; Heaslip, Graham; Hanson, James M.

doi:10.1016/j.iheduc.2016.01.001

Cited by 330 publications

(303 citation statements)

References 26 publications

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“…Considering the self‐directed nature of online learning, it is important that learners have high self‐efficacy, as they are more likely to succeed in executing learning tasks such as engaging and contributing knowledge to the learning community (Shea & Bidjerano, ; Shen, Cho, Tsai, & Marra, ). Likewise, their high autonomy is likely to influence their behaviour and awareness of their learning needs (Prior, Mazanov, Meacheam, Heaslip, & Hanson, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Undergraduates’ perception and engagement in Facebook learning groups

Hong¹,

Gardner²

2018

Brit J Educational Tech

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This study presents and evaluates the educational potentials that Social Network Services (SNS) offer to students in the higher education context. The first aim of this study is to explore students’ perceptions of Facebook Learning Groups (ie, Facebook Groups that were created for learning purposes), and the learning and affective benefits that SNS offer to students. This study further explores the influence of four identified factors (ie, self‐efficacy, privacy, trust and presence of teaching members) in moderating students’ perception and learning engagements on SNS. Findings from an online survey demonstrate the usefulness of these learning groups. Trust and presence of teaching members were also indicated to have significant influences in affecting students’ perception and engagement in Facebook Learning Groups.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Undergraduates’ perception and engagement in Facebook learning groups

Hong¹,

Gardner²

2018

Brit J Educational Tech

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“…Thus, the link between DL and the promotion of a scientific culture, in formal and/or informal environments, both in the face-to-face teaching modality and in online learning processes is, therefore, critical (Prior, Mazanov, Meacheam, Heaslip, & Hanson, 2016;Knutsson, Blå sjö, Hå llsten, & Karlström, 2012;Kivunja, 2015;Meyers, Erickson, & Small, 2013;Jeffrey et al, 2011).…”

Section: Essential Relationship Between the Development Of Digital LImentioning

confidence: 99%

“…In higher education, besides the characteristics of the teachers, the educational system and the organisation itself, it should not be assumed that students necessarily have a high DL (Argelapós & Pifarré , 2017;Prior et al, 2016, Khalid & Pederson, 2016Sparks et al, 2016). Research reveals that there are different levels, for different motives and reasons.…”

Section: Essential Relationship Between the Development Of Digital LImentioning

confidence: 99%

The Importance of Promoting Digital Literacy in Higher Education

Santos¹,

Serpa

2017

IJSSS

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At a time when there is free access to a multitude of information, the knowledge society entails the development and mobilisation of a set of competencies of selection and application of this knowledge in a reasoned and conscious way. It is in this context that higher education should develop its activities, and it is widely recognised that digital literacy encompasses the essential and transversal abilities to any higher level training, that translate into a good preparation for a successful future professionalization. However, sometimes this does not happen; hence, this short communication seeks to reflect on this problem that is central to the training activity in higher education, analysing some implications of this situation, as well as recommendations.

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“…The ubiquitous use of computers in post-secondary education has prompted growing research interest in how students use technology to enhance learning experiences (e.g., accessing library services; Cassidy et al 2014;blended learning;Castaño-Muñoz et al 2014; for a review of mobile learning, see Pimmer et al 2016) with research to date having principally investigated the impact of students' computer use and attitudes on learning and achievement (Hannon 2013;Littlejohn et al 2012;Phelps et al 2005;Prior et al 2016). For example, large-scale research with undergraduates underscores the link between effective use of information and communication technology (ICT) and educational outcomes (Venkatesh et al 2014), with studies also highlighting the importance of examining how students deal with technological problems (Moreno et al 2012).…”

Section: Introductionmentioning

confidence: 99%

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

2018

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As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students' academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

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Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior

Cited by 330 publications

References 26 publications

Undergraduates’ perception and engagement in Facebook learning groups

Undergraduates’ perception and engagement in Facebook learning groups

The Importance of Promoting Digital Literacy in Higher Education

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

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