The effect of previous experience with information and communication technologies on performance in a Web-based learning program

Shih, Pei-Chun; Muñoz, Dolores; Sánchez, Flor

doi:10.1016/j.chb.2004.03.016

Cited by 79 publications

(52 citation statements)

References 13 publications

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“…As found in other research, as a user becomes more experienced with computers they are more likely to form a positive attitude to them (Shih, Munoz, & Sanchez, 2006). Anxiety typically arises from the fear of the unknown and the confidence to cope with changes (Beckers, Rikers, & Schmidt, 2006).…”

Section: Discussionmentioning

confidence: 85%

Factors Impacting Teachers’ Adoption of Mobile Learning

2014

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As mobile technology has advanced, awareness is growing that these technologies may benefit teaching and learning. However, despite this interest, the factors that will determine the acceptance of mobile technology by lecturers have been limited. This study proposed and tested a new model that extends the technology acceptance model (TAM) with three new variables: digital literacy, ICT anxiety, and ICT teaching self-efficacy.The TAM models the adoption of new technology based on measuring a users' beliefs and attitudes to the technology. In particular, the TAM states that two factors influence a user's use and perception of new technology. The first factor, perceived usefulness, is the degree to which a person believes that a particular technology will be beneficial to their lives. The second factor, perceived ease of use, is the measure of the degree an individual believes a particular technology is free from effort.Research has shown that a large portion of lecturers still resists the integration of technology into the classroom. Two aspects, in particular, have been consistently found to impact lecturers' adoption of technology. The first aspect shown to influence the adoption of new technology is the beliefs held by the lecturers. Specifically, it is the perceived value of the new technology (perceived usefulness) and perceived effort needed to learn to use the new technology (perceived ease of use) that have been established as playing a major role in the adoption of technology. The second major aspect seen to influence adoption is the skill of lecturers to use digital technology (referred to as digital literacy) and the skill needed to integrate it into their teaching (teaching selfefficacy).The new model that was proposed and tested measured the impact of digital literacy, ICT anxiety, and ICT teaching self-efficacy, along with the well established factors of perceived usefulness and perceived ease of use, on lecturer' acceptance of mobile learning. A survey was used to measure the major variables in this study. The research found that Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. This research has added to and clarified the existing literature into mobile learning. In particular, it recognizes the role that lecturers play in the future acceptance of mobile learning. It shows that the factors that influence lecturers' adoption of mo...

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Section: Discussionmentioning

confidence: 85%

Factors Impacting Teachers’ Adoption of Mobile Learning

2014

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“…Uzaktan eğitim, öğrencinin öğrenme hızına uygun olarak, eksik bilgilerini farklı zamanlarda tamamlama ve tekrar yapma imkânı bulmasını sağ-lamaktadır (Bolliger & Wasilik, 2009;Gregory & Lodge, 2015;Shih, Muñoz, & Sánchez, 2006). Gelişmiş ya da gelişmekte olan pek çok ülkede uygulanmakta olan uzaktan eğitim, üniversite-lerde öğretim elemanlarının iş yükünü azaltma (Uşun, 2006: 19), öğrencilere daha iyi imkânlar sunma, maliyeti düşürme (Baggaley, 2008;Hall & Knox, 2009;İşman, 2011: 315), eğitimin kalitesini arttırma (Shih, Muñoz, & Sánchez, 2006) ve üniversi-tenin saygınlığını arttırma (Bolliger & Wasilik, 2009;Menchaca & Bekele, 2008) amacıyla uygulanmaktadır. Yükseköğretimdeki öğrenci sayılarında meydana gelen artışla beraber, bölümlerde alınması zorunlu olan dersleri verebilecek akademik personel ve derslik sayılarının yetersiz olması, örgün eğitim içerisinde uzaktan eğitim uygulamalarını gerekli kılmaktadır (Baggaley, 2008;Gök, 2015;Uşun, 2006: 268).…”

Section: Introductionunclassified

Students' and teaching staff's assessments regarding distance education applications in formal education

Özgöl¹,

Sarıkaya²,

Öztürk³

2017

HIG

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ÖzBu çalışma örgün eğitim içerisindeki uzaktan eğitim uygulamalarının öğrenci ve öğretim elemanı gözüyle değerlendirilmesi amacıyla yapılmıştır. Bu amaç doğrultusunda Türkiye'nin doğusunda yer alan bir üniversitede uzaktan eğitim ile ders veren beş öğretim elemanı ve bu üniversitede örgün eğitim görüp uzaktan eğitimle ders almakta olan altı öğrenci ile görüşmeler yapılmıştır. Çalışmada, örgün eğitim içerisindeki uzaktan eğitim uygulamalarında karşılaşılan problemleri daha bütünsel ve derinlemesine incelemek amaçlandığından nitel araştırma desenlerinden 'durum çalışması' yöntemi kullanılmıştır. Veriler içerik analizi ile incelenmiştir. Yapılan analizler sonucunda öğrencilerden elde edilen bulgular dört kategori altında 20 kod oluştururken öğretim elemanlarından elde edilen bulgular dört kategori altında 25 kod oluşturmuştur. Yapılan çalışmanın özellikle uzaktan eğitime geçmeyi düşünen ve yeni geçmiş olan eğitim kurumlarına yol göstereceği, bu konuda yaşanabilecek sıkıntılara yönelik önlemler almalarına imkân vereceği düşünülmektedir. Anahtar Sözcükler: Uzaktan eğitim, Örgün eğitim, Öğretim elemanı, Öğrenci ABSTRACTThe study was conducted with the aim of evaluating distance education applications in formal education from the viewpoints of students and teaching staff. Accordingly, five teaching staff offering distance learning courses at a university located in eastern part of Turkey were interviewed. Interviews were also made with six students who were enrolled in formal education at that university and were taking courses in distance format. In this study, 'case study' method as one of the qualitative research designs was used for a holistic and indepth examination of the problems encountered in distance education applications in formal education. Data were analyzed with content analysis. The findings related to students resulted in four categories with 20 codes falling under these categories. Similarly, the findings obtained from teaching staff yielded four categories with 25 codes under these categories. This study is considered to guide the educational institutions that are planning to adopt distance education or those that have just adopted distance education. It is also deemed to help institutions take precautions related to the possible problems that can be faced in distance education applications.

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“…Whilst there has been considerable discourse regarding the assessment of students' readiness for online learning at many levels, from first year students to postgraduate students (Erlich et al, 2005, Shih et al, 2006, & Pillay et al, 2007, conclusions indicate that satisfaction with online learning and completion of study requires students to have a range of capacities prior to engagement with online learning materials; most notably technical skills, self confidence with computers, self management skills, and comfort with online communication. Pillay recommends that without online coaching to provide students with the necessary skills to negotiate online learning environments, students will not complete their study or encourage other students take up the challenge.…”

Section: The Design Contextmentioning

confidence: 99%

Stepping through the orientation looking glass: A staged approach for postgraduate students

Wozniak

Mahony

Lever

et al. 2009

AJET

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Postgraduate coursework is now delivered to a largely mature age study population, in what may be an unfamiliar mix of online and distance learning to many students. This paper reports on a novel approach to student orientation in this new environment. Orientation is conceptualised as a process of transition between the domain of everyday life and the domain of academic study over a period of time commencing prior to enrolment and continuing into formal studies. A schema addressing three dimensions (interpersonal, technical and reflective) was constructed and operationalised as a staged orientation plan (GettingOnTrack). Students are able to move through the three stages participating in activities which align with their needs before, during and after enrolment. This builds on critical concerns reported in earlier literature, highlighting the need for an extended time line and authentic learning tasks in a risk free environment.

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The effect of previous experience with information and communication technologies on performance in a Web-based learning program

Cited by 79 publications

References 13 publications

Factors Impacting Teachers’ Adoption of Mobile Learning

Factors Impacting Teachers’ Adoption of Mobile Learning

Students' and teaching staff's assessments regarding distance education applications in formal education

Stepping through the orientation looking glass: A staged approach for postgraduate students

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