Computer assisted instruction and students' social orientations

Katz, Yaacov J.; Offir, Baruch

doi:10.1109/jcit.1990.128348

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…The findings of this study confirm the existence of a somewhat similar significant and key relationship between certain psychological attitudes held by students and ICT use (through the medium of ICT‐based distance learning) in the learning process at the tertiary level to that indicated in earlier studies (Dunn & Ridgway, 1991; Katz, 1993; Katz, 1995; Katz & Offir, 1990) at the elementary and secondary levels. Results of the research indicate that the interactive synchronous video‐conferencing approach was preferred by students significantly characterised by student satisfaction with learning, students' feeling of greater control of the learning process, and motivation to study.…”

Section: Discussionsupporting

confidence: 86%

“…A similar situation has been found with elementary and high school students (Dunn & Ridgway, 1991; Katz, 1993; Katz, 1995; Katz & Offir, 1990). Students who held attitudes such as positive self‐image, positive social‐image, independence in the learning process, self‐confidence in the learning process, satisfaction with learning, internal locus of control, level of control of learning, creativity, and motivation for study were significantly more positive towards the use of ICT than students not typified by the same traits.…”

Section: Introductionsupporting

confidence: 79%

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Attitudes affecting college students' preferences for distance learning

Katz

2002

Computer Assisted Learning

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Empirical studies that have examined psychological aspects of the use of Information and Communication Technology (ICT) have indicated that certain psychological attitudes of students towards the use of ICT are of paramount importance when evaluating the effective use of distance learning approaches to instruction and learning. Distance learning at the tertiary level, through the medium of ICT, is seemingly affected by the same psychological attitudes that are known to be related to other successful ICT applications to learning and instruction. In the present study the relationship between two distance learning ICT‐based configurations were examined. The results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Satisfaction with learning, level of control of the learning process, and study motivation for distance learning are all positively related to the students' preferences for structured distance learning, whereas independence in learning is positively connected to students' preferences for the more open Internet functionality.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionsupporting

confidence: 79%

Attitudes affecting college students' preferences for distance learning

Katz

2002

Computer Assisted Learning

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“…Students who prefer an online mode of learning are likely to rate themselves as having a higher self-esteem than those students who prefer learning face-to-face. Katz and Offir (1990) add an additional support for the first hypothesis. They found that positive computer-oriented attitudes are related to self-esteem and school motivation and satisfaction.…”

Section: Hypothesis 1: State Self-esteem and Attitudes Toward E-learningmentioning

confidence: 65%

IRRODL Volume 10, Number 2; Regional Focus Issue: Learning Technologies in the Middle East

Authors

2009

IRRODL

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The proliferation of communication technologies in the last decade has opened new horizons for learners and instructors, offering new modes for learning and communication. With modern open and distance learning technologies, instruction and learning hold new dimensions and new meanings. For the first time, education becomes independent of time and space and can be delivered anytime, anywhere, and to anyone. Nevertheless, despite their great potential, the use of learning technologies raises a wide range of questions regarding the traditional learning paradigms, and it poses challenges for learners, instructors, and policy-makers, who need to develop new teaching and learning strategies that fit the new synchronous and asynchronous ODL platforms.Educational technologies are used today in most educational systems for a large variety of purposes, including delivering knowledge and managing the teaching/ learning process, as well as for communication between learners and instructors and between learners and their peers. Present-day studies on the use of educational technologies in educational systems indicate that they have become an inseparable part of the teaching/learning process. However, a meta-analysis of the last-decade's research on the integration of ODL technologies suggests that it suffers from a series of severe pedagogical, political, cognitive, and technological problems, which hinder their successful implementation and lead to frustration among educators, decision-makers, and learners. The major problems are outlined below:Users face problems in reading effectively from a digital display of text and coping with graphic user interfaces.Learners and instructors are not proficient in making effective use of ODL platforms.Learners face problems in gaining knowledge from the hyper textual and non-linear learning environments, which are most common in ODL learning. Bridge over Troubled Waters: Learning Technologies in the Middle East Eshet-Alkalai and AydinPage | 2Most present-day ODL environments are ineffective for learning due to their design as a simplistic conversion from the "good old" traditional, face-to-face teaching & learning paradigms, and there is no educated use of the pedagogical possibilities that are offered by the ODL technologies.Learners suffer from feelings of loneliness and non-ownership and face learning difficulties when no instructor is physically present.Learners face problems screening the huge volumes of information available in ODL environments and constructing coherent bodies of knowledge from them.As indicated by a great majority of recent studies, the key issues in developing effective distance learning models are the adoption of adequate pedagogical paradigms that make educated use of the special technological features of ODL technologies and the consideration of state-of-the-art knowledge about designing effective distance learning environments. These studies also indicate the pivotal role that local conditions, such as the cultural, political, economical, sociological, ethn...

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“…Studies were conducted in Israel in which the relationship between students' affective attitudes and ICT based learning and instruction was examined. Katz and Offir (1990) found that positive attitudes toward ICT based learning and instruction were related to self-esteem, school motivation and satisfaction. Elementary school students with positive self-esteem preferred ICT based learning as did students who expressed dissatisfaction with teachers who used traditional and conservative teaching methods.…”

Section: Affective Variables and Ictmentioning

confidence: 97%

The Historical Relationship between Affective Variables and ICT Based Learning and Instruction and Achievement in the Israeli School System

Katz

2014

IFIP Advances in Information and Communication Technology

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International audienceICT methodologies have been part and parcel of learning and instruction in the Israeli educational system since the mid-1970s when the behavioral theory based TOAM closed minicomputer based drill and practice learning methodology was introduced into Israeli schools. Later in the late 1970s the first PCs adapted for educational use were introduced into Israeli schools and continued in the drill and practice tradition. Thereafter, in the mid-1980s with the introduction of more advanced PCs into Israeli classrooms, open courseware coupled with electronic spreadsheets and databases came to the fore in ICT based learning and instruction. In the early 1990s when constructivist learning theory became accepted in the Israeli educational system, simulations and computer-learner interaction became popular ICT based learning methodologies used in Israeli schools. In the late 1990s reality technology was introduced as an ICT based learning methodology and in the mid-2000s ICT based distance learning became a permanent feature of learning and instruction in the Israeli educational system. Alongside the process of ICT introduction into the Israeli educational system, affective aspects of ICT utilization in schools was closely monitored. Much effort was expended in research designed to examine the relationship between ICT use in learning and instruction and scholastic achievement of students at all levels in the school system. Research evidence accumulated over the years indicates that teacher and student autonomy, computer self-confidence, computer efficacy, locus of control, need for innovation, extraversion, and control of the learning process are just a few of the affective variables found to significantly enhance ICT use in Israeli schools. Bearing in mind the progress made in the assimilation of ICT based learning and instruction in Israeli schools, it appears justified for educational policy makers and administrators to consider the importance of affective variables of both teachers and students when assessing their capability to best utilize ICT in school

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Computer assisted instruction and students' social orientations

Cited by 6 publications

References 10 publications

Attitudes affecting college students' preferences for distance learning

Attitudes affecting college students' preferences for distance learning

IRRODL Volume 10, Number 2; Regional Focus Issue: Learning Technologies in the Middle East

The Historical Relationship between Affective Variables and ICT Based Learning and Instruction and Achievement in the Israeli School System

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