Changes in Student Attitudes and Student Computer Use in a Computer-Enriched Environment

Mitra, Ananda; Steffensmeier, Timothy

doi:10.1080/08886504.2000.10782289

Cited by 63 publications

(42 citation statements)

References 17 publications

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“…The well-documented direct relationship between computer experience and computer attitudes reflects this phenomenon. [7][8][9][10][11][12][13] When a new technique is used for the first time and experienced for the first time by students, there is usually apprehension, especially when it is used in only select courses. However with time and experience, better technology is usually evaluated positively.…”

Section: Discussionmentioning

confidence: 99%

Students' Attitudes TowardPowerPointTimed Quizzes

Sansgiry¹,

Bhosle²

2004

Am J Pharm Educ

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INTRODUCTIONComputer technology has rapidly progressed and become affordable, ubiquitous, and powerful in the academic field. Use of computerized testing methods has also become common practice during the past few years. Students usually have more favorable attitudes toward computerized learning and testing methods compared with paper-based handouts and testing. 1 Unfortunately, in spite of widespread use of computer assessments, not much of the technology has been transferred to classroom assessments. Currently, computers are mainly used for delivering lectures in classrooms and teaching online courses.One of the best techniques to assess student's performance may be testing them regularly by conducting "pop" or announced quizzes. Instructors are usually reluctant to conduct quizzes regularly due to the problems faced in delivering traditional paper-based quizzes, especially when the number of students in the classroom is large. The amount of time required to prepare such quizzes is another barrier. Not to mention the amount of resources used, especially paper, even if recycled. Hence, an emphatic argument could be made with respect to saving time and resources to develop an inexpensive tool using Microsoft PowerPoint software to deliver quizzes.PowerPoint software is preinstalled on many new computers purchased by universities. The widespread use of Microsoft PowerPoint in classrooms is because it is relatively easy for instructors to use for developing slides and handouts, avoiding extensive training for time-constrained instructors. PowerPoint also can be used to assess students' knowledge of the information taught in the course on a regular basis. Although rapid growth in technology has already positively influenced the academic field, there is a lack of conformity on why and how technology should be incorporated into academia, what students should be taught using technology, and how to train educators to make use of technological advancements. 2 Students perceive that the most challenging issue for many older professors is learning how to make efficient use of instructional technology to enhance students' learning. 3 Hence, administrators usually seek strategies to make utmost use of computer technologies in innovative ways to improve efficiency in classroom lectures. The basic expectation associated with the incorporation of computer technology into academia is that it will enhance students' learning while significantly reducing instructional costs. 4 Thus, implementation of effective and inexpensive technology in classrooms is a major priority and a challenge for administrators. PowerPoint timed quizzes is one innovative attempt Objectives. The objective of this study was to introduce a new technique for timed quizzes and to determine the attitudes of doctor of pharmacy (PharmD) students towards it. Methods. Two groups of pharmacy students were included in the study. First-year students had a single exposure to this method, whereas second-year students were previously exposed to this method of timed quiz...

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Section: Discussionmentioning

confidence: 99%

Students' Attitudes TowardPowerPointTimed Quizzes

Sansgiry¹,

Bhosle²

2004

Am J Pharm Educ

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“…Through visualization, data and concepts are clearly represented, a fact that facilitates the comprehension and the assimilation of information (Ala-Mutka & Kirsti, 2009;Mitra & Steffensmeier, 2000). Being a constantly evolving informational environment, it constitutes a learning experience and contributes to the development of different learning types and to the satisfaction of various learning styles, either through information searching or through simple navigation (Passerini & Granger, 2000).…”

Section: Internet and Informal Learningmentioning

confidence: 99%

The contribution of the Internet into learning

Papanis¹,

Giavrimis²,

Papani³

2010

RES

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Nowadays, the expansion of the Internet is, undoubtedly, widespread and has developed a new socio-economic environment, where information, innovation and knowledge play a primary role. Through its multiplicity the Internet constitutes probably the best way for accessing entertainment, learning and information, as well as for establishing socialization processes and communication among people. This paper examines issues related to the learning process, the learning environments developed by the new virtual reality and the relationship between learning and the Internet, with a particular focus on the impact of the Internet on informal learning processes. The survey mainly aims at investigating university students' beliefs about the impact of the Internet on the learning process. The sample is comprised by 390 students from various Greek university departments, 160 (41%) males and 230 (59%) females.The majority of the students believe that the Internet can significantly contribute into the learning process. More specifically, they state that the Internet use can improve learners' academic performance, promote research skills and critical thinking, encourage independent or collaborative learning, enhance motivation, strengthen self-confidence and improve the teaching methods. It facilitates the access to information that the educational system fails to provide, and offers knowledge, frequently more useful than that provided by the courses, complementing, thus, "formal" learning. The research findings also show a differentiation in Internet use, which is associated with the educational level of students' parents.

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“…Similarly, alumni who participated in an undergraduate laptop program agreed that portable computers were beneficial in their college careers (Finn & Inman, 2004). Mitra and Steffensmeier (2000) found that students who used laptops preferred taking classes where they could use the computer. Despite the affinity for using the computer, student satisfaction is higher when students report using the laptops for academic purposes (McVay, Snyder & Graetz, 2005).…”

mentioning

confidence: 99%

“…Mitra and Steffensmeier (2000) found that students who used laptops preferred taking classes where they could use the computer. Despite the affinity for using the computer, student satisfaction is higher when students report using the laptops for academic purposes (McVay, Snyder & Graetz, 2005).A number of studies have reported that students believe that laptops make learning "easier" (Barak, et al, 2006;Mitra & Steffensmeier, 2000; Hyden, 2006;Weaver & Nilson, 2005). This may be an extension of the notion that modern students have grown up with technology, and the progression to having the "convenience of a personally configured computer [that] students naturally use it as a life tool" (Brown &Lauricella and Kay 153 Pettito, 2003, p. 27).…”

mentioning

confidence: 99%

“…Australasian Journal of Educational Technology, 2010, 26(2) Communication Students report that using a laptop to communicate with faculty via email is generally gratifying (Mitra & Steffensmeier, 2000), and that with email, they communicate with faculty more often and more freely (Arend, 2004). Traditional office hours are being replaced with email communication (Dickson & Segars, 1999; Reynolds, 2003), as students can ask brief questions of faculty without having to meet in person.…”

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confidence: 99%

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Assessing laptop use in higher education classrooms: The Laptop Effectiveness Scale (LES)

Lauricella

Kay

2010

AJET

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Considerable research has been conducted examining the use of laptops in higher education, however, a reliable and valid scale to assess in-class use of laptops has yet to be developed. The purpose of the following study was to develop and evaluate the Laptop Effectiveness Scale (LES). The scale consisted of four constructs: academic use and three areas of non-academic use (communication, watching movies, playing games). Tested on 177 higher education students, the data generated using the LES showed acceptable internal reliability, construct validity, content and convergent validity. Feedback from students suggested that both academic and non-academic constructs assessed by the LES could be expanded to incorporate a wider range of laptop related behaviour. OverviewThere is extensive debate about the efficacy of laptop computers in the classroom. Several studies have identified benefits such as keeping students on task and engaged (Hyden, 2005), or following lectures via PowerPoint or multimedia (Debevec, Shih & Kashyap, 2006). However, other research indicates that using laptops in class can be a disadvantage (Fried, 2008). For example, in lecture based classes, students have been reported using laptops for social activities such as surfing the web and sending emails (Barkhuus, 2005;Barak, Lipson & Lerman, 2006). To date, no systematic measure of inclass laptop behaviour has been designed for higher education. The purpose of this paper is to introduce and evaluate a scale that can be used to assess the in-class effectiveness of laptops. Laptop use in higher educationA number of themes have emerged regarding the use of laptops in higher education including general use, communication, student attitudes toward learning, student achievement, and distractions. Each of these will be discussed in turn. General useResearchers have examined how students use laptops for learning. For example, Demb, Erickson and Hawkins-Wilding (2004) found that 16% of overall laptop use involved typing papers and notes. Arend's (2004) work showed that out of class work such as writing papers, using software programs, searching the Internet, and completing group projects constituted the bulk of laptop use. McVay, Snyder and Graetz (2005) added that students reported using their laptops an average of five hours per day, with 36% of that time being spent on academic activities. 152Australasian Journal of Educational Technology, 2010, 26(2) Communication Students report that using a laptop to communicate with faculty via email is generally gratifying (Mitra & Steffensmeier, 2000), and that with email, they communicate with faculty more often and more freely (Arend, 2004). Traditional office hours are being replaced with email communication (Dickson & Segars, 1999; Reynolds, 2003), as students can ask brief questions of faculty without having to meet in person. This asynchronous communication allows for greater flexibility for students and faculty, and also provides faculty with an electronic record of student advising and counselling (Par...

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Changes in Student Attitudes and Student Computer Use in a Computer-Enriched Environment

Cited by 63 publications

References 17 publications

Students' Attitudes TowardPowerPointTimed Quizzes

Students' Attitudes TowardPowerPointTimed Quizzes

The contribution of the Internet into learning

Assessing laptop use in higher education classrooms: The Laptop Effectiveness Scale (LES)

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