Student rules: Exploring patterns of students’ computer-efficacy and engagement with digital technologies in learning

Howard, Sarah; Ma, Jun; Yang, Jie

doi:10.1016/j.compedu.2016.05.008

Cited by 86 publications

(53 citation statements)

References 63 publications

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“…Here, instruction-technology fit consists of the interplay between TDSTECH and TDSC, together explaining most of the variance in satisfaction (R 2 =0.765). Howard, Ma, and Yang (2016) using data mining on a very large dataset (N=8,817) found that computer self-efficacy was one of two main factors related to positive and negative engagement with digital technologies. The relevance of computer self-efficacy suggests that digital technologies used for learning have by no means become so intuitive and commonplace that the transactional distance relating to this, TDSTECH, has become irrelevant.…”

Section: Transactional Distance Of Student and Technologymentioning

confidence: 99%

Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

Weidlich¹,

Bastiaens²

2018

IRRODL

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Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. Because transactional distance in online distance learning will always rely on technologically-mediated communication or interaction, we argue that in order to get the full picture, this aspect of technological mediation needs to be considered. For this purpose, we introduce a new scale for measuring transactional distance between students and the learning technology (TDSTECH), comprised of two interrelated dimensions. Reliability, convergent, and discriminant validity suggest a suitable scale. Preliminary inferential analyses are conducted with multiple linear regression and mediation analysis. Regression models show that TDSTECH is the single most important predictor of satisfaction in this population. This may have important implications for practitioners trying design and facilitate satisfying online distance learning experiences. Also, mediator analysis reveals that TDSTECH mediates the relationship between TD student-teacher and satisfaction, but not for TD student-content. Surprisingly, TD student-student shows no significant relationship with satisfaction. Implications for practice and further research are discussed.

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Section: Transactional Distance Of Student and Technologymentioning

confidence: 99%

Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

Weidlich¹,

Bastiaens²

2018

IRRODL

View full text Add to dashboard Cite

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“…In this paper, we focus on behaviors within the “group” task , possible social “group work” and resources as “digital technology integration” through an examination of key factors previously identified by Howard et al . () as important in students' experiences using digital technologies in learning (see Table ).…”

Section: Methodsmentioning

confidence: 99%

Working the system: Development of a system model of technology integration to inform learning task design

Howard

Thompson²,

Yang³

et al. 2017

Brit J Educational Tech

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There has been extensive investigation into factors affecting digital technology integration in learning and teaching, but the complexity of integration continues to elude understanding. Thus, questions about how digital technologies can be best used to support learning persist. This paper argues that methods designed to address complex systems are needed to understand the interplay between teaching, learning and digital technologies. Starting with a developing system model of teachers' technology integration, this study revises the model to include factors of students' experience using digital technologies and beliefs about learning. The revised model is then used to demonstrate possible effects of student experiences in a technologically integrated group learning task. Analysis draws on data from a large-scale Australian study of technology innovation (N 5 7406). Data mining techniques are used to identify patterns of students' technology use and perceptions of group work. Findings inform revision of the model to include factors of students' experience and learning and their effects on teachers' practice. Implications for learning design and students' learning experiences are explored. developed a Teachers' Practice Model of Technology Integration system model ("teacher model"; see Howard & Thompson, 2016). This model focused on the process of technology integration in teaching. The aim of the model was to provide a representation of complexity among key factors of technology integration design decisions. However, while the teacher model illustrates some complexity of technology integration, it is not complete. Constructing a system model is a multistep process. It is necessary to continually examine how systems impact on behaviours, patterns should be explored and systems should be refined as necessary. To more accurately model a teaching and learning context, teachers as well as students must be included, as they are both core to educational systems.

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“…Studying environmental effects when using digital technology provides a dynamic learning environment for teachers and students, as well as encourage the development of active students to use technology through innovative learning (Coll 2018;Blau & Shamir-Inbal 2018). The problem is that p-ISSN: 2461-0933 | e-ISSN: 2461-1433 133 e-Jurnal: http://doi.org/10.21009/1 the involvement of students in the use of technology in the learning process is still low (Howard, Ma & Yang 2016). It could be an excellent opportunity for teachers and students.…”

Section: Introductionmentioning

confidence: 99%

The Technology Pedagogy Knowledge (TPK) Teacher Using Worksheet 3D Pageflip Professional for Promoting Argumentation Skills High-Schools Students in Physics Learning

Oktasari

Kuswanto

Ismet

et al. 2018

jpppf

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The demands of 21st-century skills highlighted the importance of cooperation between teachers and students to achieve the expected skillthe Pedagogical knowledge of teachers in teaching and technology into things that need to be developed. The pedagogic ability of teachers in the use of technology can be a potential to improve students' abilities argument. This study aims to develop students' ability argumentation through pedagogical knowledge of teachers in using technology. The technology used is the result of the development of student worksheets 3D PageFlip Impulse and Momentum topics. The purpose of this study to look at the ability of students through the application of scientific argumentation (Technological Pedagogic Knowledge) TPK teachers in the classroom. This research is descriptive research. The data collection capability student argumentation performed by administering a written test. The subjects were students of class X at SMAN 1 Yogyakarta Prambanan. Rate scientific argumentation ability of students refers to Toulmin Argumentation Pattern (TAP). The results showed that the complexity of argumentation ability of students still at low level. These results suggest that the ability of the student arguments need to be improved. makes backing achieved a score of 2.3, with the category enough. In general, the complexity of argumentation ability of students is at a low level (claims with a single ground).

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Student rules: Exploring patterns of students’ computer-efficacy and engagement with digital technologies in learning

Abstract: . (2016). Student rules: exploring patterns of students' computer-efficacy and engagement with digital technologies in learning. Computers and Education,

Cited by 86 publications

References 63 publications

Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

Working the system: Development of a system model of technology integration to inform learning task design

The Technology Pedagogy Knowledge (TPK) Teacher Using Worksheet 3D Pageflip Professional for Promoting Argumentation Skills High-Schools Students in Physics Learning

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