Attitudes towards technology among distance education students: Validation of an explanatory model

Abstract

Attitudes towards technology are preconceived notions that have an effect on the teaching-learning process and on the academic-professional performance of students, in particular those who use technology as a means of study. This investigation has two objectives: on the one hand, to test the measuring properties (reliability, factorial structure) of an instrument to measure attitudes and, on the other hand, to propose and validate a model that hypothesizes that digital competence and frequency of use of technologies have a positive impact on same. 1251 students of the Madrid Open University participated. It is a non-experimental, explanatory study using structural equation methodology. The results show adequate psychometric properties for the test and good adjustment of the proposed model (χ²=163.91, df=37, p<.001) allowing for further exploration of the relationship between use, skill and attitudes in the distance education context and improving the properties of measuring instruments proposed in Spanish.

Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19

“…The TAM model has been broadly used in the context of online learning and distance education, where researchers attempt to quantify and measure students’ acceptance and attitude on their intention to participate or continue online learning (Chen et al, 2017 ; Joo et al, 2018 ; Romero Martínez et al, 2020 ; Ullah, 2017 ; Zhu et al, 2020 ). Other studies used TAM in combination to other scales and models (e.g., of digital competence) to examine students’ attitude towards distance education (Romero Martínez et al, 2020 ) and the factors that affect students’ continuous intention to participate in online learning activities (Zhu et al, 2020 ). However, most of these studies did not include LREs as factors affecting attitude and acceptance.…”

Attitudes of Czech College Students Toward Digital Literacy and Their Technical Aids in Times of COVID-19

“…The Slovak research did not examine correlations between digital literacy competences. Similarly, the correlations were not examined in other studies [2], [4], [10], [18], but above all, research is aimed at identifying differ-ences in digital competences among groups of respondents. Therefore, we applied the inference statistics of intergroup relations at the level of digital competences.…”

“…The element that would be separated from the group last if the set number of clusters was enlarged was always chosen. The competences were grouped into the following six clusters: Basic (1,2,4,7,8,9,13,17,18,19,20,21,22,23,24,25,27); Advanced (10,11,12); Personal information management ( 14); E-forms (26); Operating system administration (3,6,15,16); Operating system control (5).…”

“…• MS Office (7,8,9,27) • Communication (4,18,20,21,22,23) • Shop&Bank (13,17,19,24,25) • PC&Mobil (1, 2) • Advanced (10,11,12) • Personal info ( 14) • E-form (26) • Operating system (3,5,6,15,16) Eight competence families were put together based on similar characteristics, which were identified by the mathematical statistical method, and at the same time they essentially correspond to the perception of the professional users who employ these tools in their everyday work. It was necessary to choose one representative from each family and subsequently it was further subjected to a dependence analysis according to the set hypotheses.…”

“…The use of digital technologies increases the level of digital literacy and has the effect of positively influencing attitudes towards modern educational technologies. Research has proven the causal impact of the frequency of use of digital devices and computers on attitudes towards modern information and communication technologies [18]. In order for students to have a positive relationship with modern digital means, it is essential that these are more massively incorporated in the teaching and learning process.…”