Examination of the Relationship between Students’ Attitudes towards Computer and Self-Directed Learning with Technology

Demir, Ömer; Yaşar, Sevil; Sert, Gülşen; Yurdugül, Halil

doi:10.15390/eb.2014.3621

Cited by 6 publications

(7 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a study conducted with K12 teachers, it was concluded that students' readiness for SDL is a predictor of their ability to integrate technology (Kirk, 2012). It has also been stated that there is a relation between SDL and technology usage (Holt, 2011) and that there is a positive high level relationship between attitude towards computers and self-directed learning with technology (SDLT) (Demir, Yasar, Sert, Yurdugul, 2014). Gender also determines the degree of acceptance of technological devices.…”

Section: Self-directed Learning With Technology (Sdlt)mentioning

confidence: 99%

Perspectives of Students on Acceptance of Tablets and Self-directed Learning with Technology

Gökçearslan¹

2017

CONTEMP EDUC TECHNOL

View full text Add to dashboard Cite

Recent mobile learning technologies offer the opportunity for students to take charge of the learning process both inside and outside the classroom. One of these tools is the tablet PC (hereafter 'tablet'). In parallel with increased access to e-content, the role of tablets in learning has recently begun to be examined. This study aims to reveal the relationship between the level of acceptance of tablets (TAM) and the level of selfdirected learning with technology (SDLT) of students and to differentiate these in terms of gender. A mixed method research design is used in this study. In addition, the qualitative part of the study aims to determine the reasons students have for using or not using tablets for supporting learning. The study group consisted of 414 high school students, involved in the pilot application group of the FATIH project in Turkey. According to the study, a significant positive relationship was determined between four of the variables of tablet acceptance and the SDLT level. While the degree of acceptance of tablets was different according to gender, the SDLT level was not.

show abstract

Section: Self-directed Learning With Technology (Sdlt)mentioning

confidence: 99%

Perspectives of Students on Acceptance of Tablets and Self-directed Learning with Technology

Gökçearslan¹

2017

CONTEMP EDUC TECHNOL

View full text Add to dashboard Cite

show abstract

“…As a result of the research, students' total scores of self-directed learning with technology showed a significant difference in favor of female students. In another study by Demir et al (2014), the relationship between self-directed learning (SDL) and Computer Attitude was examined in the context of the concept of technology for children using the Structural Equation Model (SEM). Relevant variables were also investigated according to gender, and as a result of the research, it was concluded that the self-directed learning with technology levels of secondary and high school students did not differ significantly according to gender.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Effect of Using Web 2.0 Tools on 7th-Grade Students Academic Achievements in Science and Self-Directed Learning with Technology

Kırıkkaya¹,

Yıldırım²

2021

tused

View full text Add to dashboard Cite

“…Thus, it is necessary to understand the target group well and to develop the interaction elements in line with the needs of the target group in order to develop the e‐learning environments (Liaw et al, ). According to Demir, Yasar, Sert, and Yurdugül (), self‐directed learning and technology self‐efficacy are related to the student's easy adaptation to the online environment, easy access to information, and use of the environment in line with his/her targets. Based on this explanation, it is thought that self‐directed learning and technology self‐efficacy can be influential on learner–learner and learner–instructor interactions in online learning environments created especially within the scope of programming teaching in FC.…”

Section: Discussionmentioning

confidence: 99%

Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables

Durak

2018

Computer Assisted Learning

View full text Add to dashboard Cite

The aim of this study is to investigate the effect of students' flipped learning readiness (FLR) on engagement, programming self-efficacy, attitude towards programming, and interaction intensity in the information and technology classrooms where programming is taught with the flipped classroom (FC) model. The study group of this research, which is designed by the relational screening method, consists of 371 students studying in middle school. Structural equation model was used for the data analysis. The results of the study revealed that FLR and its indicators in the programming teaching conducted with the FC model are significant predictors of engagement, attitude, programming self-efficacy, and interaction intensity. FLR is most strongly related to programming self-efficacy, whereas it is most weakly related to interaction.The most striking result of this study is that the FC model is an effective option in terms of providing engagement, interaction, self-efficacy, and learner attitude, which are the key components for the success of the instruction. It is thought that this study assists to create an awareness on the impact of FLR on students, on subjects that frame in-class attitudes, and behaviours of students.

show abstract

Examination of the Relationship between Students’ Attitudes towards Computer and Self-Directed Learning with Technology

Cited by 6 publications

References 25 publications

Perspectives of Students on Acceptance of Tablets and Self-directed Learning with Technology

Perspectives of Students on Acceptance of Tablets and Self-directed Learning with Technology

Investigating the Effect of Using Web 2.0 Tools on 7th-Grade Students Academic Achievements in Science and Self-Directed Learning with Technology

Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables

Contact Info

Product

Resources

About