The Effects of Cognitive Learning Style and Prior Computer Experience on Taiwanese College Students' Computer Self-Efficacy in Computer Literacy Courses

Shiue, Ya-Ming

doi:10.2190/8qcn-63qg-dppq-5l7n

Cited by 7 publications

(5 citation statements)

References 34 publications

(42 reference statements)

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“…This is because E-RDs (used as hedonic systems) is different from While the former aims to provide selffulfilling value to readers, the latter aims to provide instrumental value to the users. Shiue (2003) declared that the more prior computer courses the students took, the higher the level of their computer self-efficacy would be. In this research, most of the respondents have a higher computer self-efficacy and a long-term experience of using computer for the reason that most of them had took computer courses in elementary schools in Taiwan.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Self-Efficacies on Readers' Intention to Use E-Reading Devices

Tsai

Yen

2014

International Journal of Distance Education Technologies

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E-books and e-Reading Devices (E-RDs) markets have been enlarged due to the rapid progress of digital technologies.What are the possible factors to increase readers' willingness to use electronic devices? To improve the predictive value of the original TAM model, this study incorporates three additional constructs to form e-Reading Device Acceptance Mode: reading self-efficacy, computer self-efficacy and perceived enjoyment. This model consists of six constructs and 11 research hypotheses. The research questionnaires were distributed in Taiwan, and the research results showed that reading self-efficacy shows positive influences on readers' intention to use the E-RDs. On the contrary, computer self-efficacy does not show positive influences on perceived usefulness or perceived enjoyment. Moreover, the perceived ease of use of E-RDs does not show significant impacts on readers' intention to use the devices. Explanations of the causes and reasons are given in this paper, and the finding of this research may provide useful references and materials for e-book publishers, e-reading device developers, and researchers for further studies.

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Section: Discussionmentioning

confidence: 99%

The Influence of Self-Efficacies on Readers' Intention to Use E-Reading Devices

Tsai

Yen

2014

International Journal of Distance Education Technologies

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“…Richardson & Newby, 2006;Wu & Hiltz, 2004). Shiue (2003) investigated the effects of students' learning styles and computer literacy on computer self-efficacy. The study suggests that course design based on individual learning styles contributed to the students' learning.…”

Section: Learning Stylesmentioning

confidence: 99%

Support services and learning styles influencing interaction in asynchronous online discussions

Küçük

Genc-Kumtepe

Taşçı

2010

Educational Media International

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This paper reports a case of online classes from the English Language Teaching Programme at Anadolu University, Turkey. The study used an explanatory case oriented research design that assisted to examine relations between students' learning styles and factors influencing students' participation in asynchronous interactions in online courses. The study was carried out during the 2006-2007 academic year with a sample of 139 junior and senior students. The converger learners were more involved in discussion boards compared to other learning style groups. The most popular support service was found to be pedagogical and social guidance for all types of learning styles while the least preferred support services were the administrative and technical. Unterstützungsdienste und Lernstiele zur Beeinflussung von asynchronen Online-DiskussionenIn diesem Papier wird vom English Language Teaching Program der Anadolu Universität in der Türkei berichtet. Die Studie nutzte ein Erläuterungsprogramm, das zur Unterstützung von Beziehungen zwischen dem Lernverhalten und Faktoren, die die Teilnahme von Studenten an asynchronen Interaktionen in Online-Kursen beeinflussen. Die Studie wurde 2006 und 2007 von einer Gruppe von 139 Juniorund Senior-Studenten durchgeführt. Die "Converger" -Lerner waren im Vergleich zu anderen Gruppen. stärker in Diskussionsgruppen engagiert. Als der populärste Unterstützungsservice wurde der sowohl pädagogisch als auch sozial führende für alle Typen von Lernstielen empfunden, während die mit administrativ und technischem Schwerpunkt am Ende der Beliebtheitsskala rangierten. Les services d'assistance et les styles d'apprentissage influencent l'interaction dans les discussions asynchrones en ligneCet article étudie le cas de cours en ligne du Programme d'Enseignement de la Langue Anglaise à l'Université Anadolu en Turquie. Dans cette étude on a utilisé un plan de recherche orienté vers l'examen de cas qui a aidé à examiner les relations entre les styles d'apprentissage des étudiants et les facteurs qui influencent leur participation aux interactions asynchrones dans les cours en ligne. Cette étude a été conduite pendant l'année universitaire 2006-2007 avec un échantillonnage de 139 étudiants de 3 e et de 4 e année. Les apprenants convergents participaient davantage aux groupes de discussion si on les compare aux groupes possédant d'autres styles d'apprentissage. Il ressort que le service d'appui le plus *Corresponding author: Email: egkumtepe@anadolu.edu.tr ş ş ş 40 M. Küçük et al. populaire était l'orientation pédagogique et sociale, ceci pour tous les types de style d'apprentissage alors que les services d'appui les moins populaires étaient d'ordre administratif et technique. La influencia de los servicios de apoyo y de los estilos de aprendizaje sobre las interacciones en las discusiones asincrónicas en líneaEste artículo informa sobre el caso de cursos en línea dentro del Programa de Enseñanza de la Lengua Inglesa en la Universidad Anadolu de Turquía. En el presente estudio se utilizó un diseño explicativ...

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“…Over the years, self-efficacy has been studied in various academic subject areas, and a range of specific measures have been produced (Aesaert & Van Braak, 2014). For example, mathematical self-efficacy (Ozgen, 2013), ICT self-efficacy (Aesaert & Van Braak, 2014), reading self-efficacy (Baker & Wigfield, 2011), and computer self-efficacy (Shiue, 2005).…”

Section: Learning Preference Motivation and Self-efficacymentioning

confidence: 99%

Understanding second grader’s computational thinking skills in robotics through their individual traits

Baek

Yang

Fan

2019

IDD

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Purpose This study aims to investigate the relationship between the personal traits and computational thinking skills of second graders within the context of robotics activities. Design/methodology/approach Through literature review, a research model and hypotheses were tested with 122 second graders after robotic activities. Findings The hypothesized model showed that learning preference, intrinsic motivation and self-efficacy were the main predictors of coding achievement and computational thinking skills, while no direct relationship was found between learning preference, intrinsic or extrinsic motivation. The final path analysis revealed that intrinsic and extrinsic motivation predict self-efficacy, self-efficacy predicts coding achievement and coding achievement predicts computational thinking skills. Another important finding was the strong impact of self-efficacy on coding achievement, as well as computational thinking skills. Results are interpreted with reference to implications for potential methods of improving computational thinking skills when using robotics in the lower grades in elementary schools. Research limitations/implications This study not only examined these relationships but also proposed, tested and built a research model containing a wide range of personal traits based on path analysis and multiple regression analysis, which, to the best of the researchers’ knowledge, has not been investigated in the current literature. Practical implications As reflected in the final research model, self-efficacy played an important role in impacting second grader’s coding achievement and computational thinking skills. Originality/value Few studies have investigated the various relationships in the context of robotics instruction in elementary schools as in this study. Given the increasing popularity of robotics education in elementary schools, the re-examination and identification of the pivotal role of self-efficacy in predicting second graders’ learning of coding and computational thinking skills have important implications for the implementation of robotics education.

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The Effects of Cognitive Learning Style and Prior Computer Experience on Taiwanese College Students' Computer Self-Efficacy in Computer Literacy Courses

Cited by 7 publications

References 34 publications

The Influence of Self-Efficacies on Readers' Intention to Use E-Reading Devices

The Influence of Self-Efficacies on Readers' Intention to Use E-Reading Devices

Support services and learning styles influencing interaction in asynchronous online discussions

Understanding second grader’s computational thinking skills in robotics through their individual traits

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