Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals

Shih, Meilun; Feng, Jui; Tsai, Chin‐Chung

doi:10.1016/j.compedu.2007.10.004

Cited by 152 publications

(107 citation statements)

References 42 publications

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“…Validity is the present and unbiased observation of the investigated phenomenon (Kirk & Miller, 1986), and reliability is considered as a reproducibility of research findings (Merriam & Tisdell, 2015). CTDF was developed based on the study objective and previous content analysis studies conducted on educational technologies (Akbulut & Cardak, 2012;Göktas et al, 2012;Kucuk, Aydemir, Yildirim, Arpacik, & Goktas, 2013;Shih, Feng & Tsai, 2008). Expert opinion was obtained from 3 measurement and assessment experts to establish the form validity and the form was finalized based on the obtained views.…”

Section: Data Collection Instrumentmentioning

confidence: 99%

Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

Haseski¹,

İliç²,

Tuğtekin³

2018

IES

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Computational Thinking is a skill that guides the 21th century individual in the problems experienced during daily life and it has an ever-increasing significance. Multifarious definitions were attempted to explain the concept of Computational Thinking. However, it was determined that there was no consensus on this matter in the literature and several different concepts were mentioned in the definitions found in the literature. It was considered that this fact made it difficult to understand the concept of Computational Thinking. To establish a more comprehensive approach, the present study aimed to identify the concepts that are included in the Computational Thinking definitions that were presented in previous studies. It also aimed to reveal trends in the identified concepts throughout the years. As a result of the search, a total of 59 definitions were identified and a content analysis was conducted on these definitions. Analysis results demonstrated that Computational Thinking was defined based on several concepts such as problem solving, technology, thinking, individual and social qualities. Furthermore, it was determined that statements on thinking were prominent before 2006, and today, emphasis on problem solving and technology became more significant. It was considered that the present study would contribute to a better understanding of the Computational Thinking concept. At the end of the study, certain suggestions were presented for further research.

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Section: Data Collection Instrumentmentioning

confidence: 99%

Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

Haseski¹,

İliç²,

Tuğtekin³

2018

IES

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“…Clearly, we are still early in the research that truly understands learner perception and attitude within the MOOC environment. Shih, Feng, and Tsai (2008) pointed out that E-learning was a trending subject in studies of learner perception and attitude. The specific situation for practice-oriented course material, delivered through a MOOC, is even less understood and requires investigation into learner adaptability and behaviour participating in a MOOC that includes a practice-oriented focus.…”

Section: Introductionmentioning

confidence: 99%

Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

Yang¹,

2017

IRRODL

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Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed through a MOOC platform, investigating relationships among perceptions, behavioural intentions, and actual behaviour.The current research framework integrates the Technology Acceptance Model and the Theory of Planned Behavior as its core theoretical basis. Empirical data were collected through a cross-section survey. All participants were students of 2D Animation Production, with a total of 272 respondents. The questionnaire data

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“…This group sees the role of technology as enabling them to retrieve course materials and learning content. Conversely, Independent Learners see that learning is about interaction, engagement, peering learning, collaboration, and improving their learning capabilities (Shih, Feng, & Tsai, 2008). Despite being the 'end' variables, and not driving any other variables, the high dependence of these variables means…”

Section: Students' Motivations To Use Technology In Learningmentioning

confidence: 99%

Typology and Hierarchy of Students’ Motivations to Use Technology in Learning

Stevens

Guo

2018

AJIS

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Considerable discussion has taken place in practice and academe regarding the need for changes to the educational system to better suit current student's approaches and preferences for technology use in learning. Much of this discussion involves assumptions about the current students (referred to by some as 'digital natives') preference for independent learning and that students are motivated in similar ways to use technology to achieve and support their preferred learning style. This study sought to better understand student's motivations for technology use in learning and whether assumptions about the homogeneity of motivations are warranted. We sought to identify students' motivation typology and any groupings within these typologies, and understand the inter-relationship between motivations. Using data collected from 16 Information Systems (IS) students via the Repertory Grid Interview technique (RGT), a cluster analysis segmented respondents into two distinct groups: 'Independent Learners' and 'Traditional Learners'. A hierarchical framework of technology use motivations was developed for each group using Interpretive Structural Modelling (ISM) and Cross-impact Matrix Multiplication Applied to Classification (MICMAC) was used to categorise each group's motivation factors. Results show that the two groups were driven to achieve the same learning goals by different paths and hence questioning the assumption of homogeneity in technology use motivations among the current student cohort.

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Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals

Cited by 152 publications

References 42 publications

Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

Typology and Hierarchy of Students’ Motivations to Use Technology in Learning

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