Mind The Gap! High School Students‘ Attitudes Toward Computer-based Learning.

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Mind The Gap! High School Students‘ Attitudes Toward Computer-based Learning.

  1. 1. Media CenterMind The Gap! High SchoolStudents’ Attitudes TowardComputer-based LearningIstanbul, 22.06.2012
  2. 2. Outlines1. Attitudes2. Learning related self-efficacy expectations3. “Digital natives”4. Research method5. Results6. Conclusions and future work Nadine.Schaarschmidt@tu-dresden.de Folie 2 von 17 Medienzentrum
  3. 3. Computer related attitudes Nadine.Schaarschmidt@tu-dresden.de Folie 3 von 17 Medienzentrum
  4. 4. Learning related self-efficacy expectations• beliefs concerning one’s capabilities to learn or perform behaviors at designated levels (Bandura, 1986)• The concept of perceived self-efficacy about learning describes the personal conviction of being able to enhance learning by using certain web-based e-learning tools. The less confident a person is in one’s capabilities to achieve designated goals with the help of e- learning programs, the less likely they will use web-based media for learning purposes. (Pintrich, Smith, Garcia, McKeachie; 1993) Nadine.Schaarschmidt@tu-dresden.de Folie 4 von 17 Medienzentrum
  5. 5. “Digital Natives” Nadine.Schaarschmidt@tu-dresden.de Folie 5 von 17 Medienzentrum
  6. 6. Research design• the study was conducted as part of the project UnIbELT: “Transition from school to college with the support of Internet-based e-learning tools“• financed by the European Social Fund and develops various e-learning scenarios to prepare students for higher academic studies under field conditions (2009 – 2012) Nadine.Schaarschmidt@tu-dresden.de Folie 6 von 17 Medienzentrum
  7. 7. Research methodThe development process of the e-learning scenarios is accompanied by three evaluation steps:Evaluation I: Expert evaluation using a set of criteria by specialist subject teachers, psychologists and e-learning specialists during the course development,Evaluation II: Online-Questionnaire about demographics, computer use and applications, learning motivation, computer-related attitudes (FIDEC from the INCOBI-R), learning-related self-efficacy expectations and use of e- learning programs,Evaluation III: Group interviews with students upon course completion in the schools, course content, personal experiences with the self-determined, web-based form of learning, learning and working style. Nadine.Schaarschmidt@tu-dresden.de Folie 7 von 17 Medienzentrum
  8. 8. Sample• total number of participants in the project: over 1.000 high school students of several schools• 763 high school students took part in the survey• between 15 and 20 years old, with the average age of 17 years• 40% girls (n = 297) and 60% boys (n = 454) Nadine.Schaarschmidt@tu-dresden.de Folie 8 von 17 Medienzentrum
  9. 9. Results: Self-efficacy expectations forlearning Self-efficacy expectations for learning N AM SD 1 = high acceptance; 5 = low acceptance I’m confident I can learn the basic concepts 688 1.9 .76 taught in this online course. I expect to do well in this online course. 686 2.0 .78 Considering the difficulty of this topic and my 686 2.1 .81 skills, I think I will do well in this online course. I’m certain I can master the skills being taught 684 2.2 .81 in this online course. I’m confident I can understand the most complex material presented in this learning 685 2.3 .86 program. I’m certain I can understand the most difficult 687 2.4 .85 material presented in the learning program. I believe I will receive an excellent grade in this 687 2.5 .87 online course. I’m confident I can do an excellent job on the 687 2.5 .90 assignments and tests in this online course. Nadine.Schaarschmidt@tu-dresden.de Folie 9 von 17 Medienzentrum
  10. 10. Results: Computer related attitudes M FIDEC-Scales: 1 = high acceptance Computer related attitudes 5 = low acceptance Positive attitude components: Computers for learning and working 1.9 (PE/LA/+) Negative attitude components: Computers for learning and working 3.7 (PE/LA/-) Positive attitude components: Computers for entertainment and 2.1 communication (PE/UK/+) Negative attitude components: Computers for entertainment and 3.7 communication (PE/UK/-) Nadine.Schaarschmidt@tu-dresden.de Folie 10 von 17 Medienzentrum
  11. 11. Results: Computer related attitudes Positive attitude components: Approval Neither Refusal Computers for learning and % % % working (PE/LA/+) For me, the computer is a useful 92 8 0 device. I find it handy to have a computer available for my work 89 10 1 or training. I would like if computer and new media would be used more often 61 30 9 for school and training purposes. Computer-mediated learning is a 47 40 13 very efficient way of learning. Nadine.Schaarschmidt@tu-dresden.de Folie 11 von 17 Medienzentrum
  12. 12. Results: Computer related attitudes M FIDEC-Scales: 1 = high acceptance Computer related attitudes 5 = low acceptance Positive attitude components: Computers for learning and working 1.9 (PE/LA/+) Negative attitude components: Computers for learning and working 3.7 (PE/LA/-) Positive attitude components: Computers for entertainment and 2.1 communication (PE/UK/+) Negative attitude components: Computers for entertainment and 3.7 communication (PE/UK/-) Nadine.Schaarschmidt@tu-dresden.de Folie 12 von 17 Medienzentrum
  13. 13. Results: Computer related attitudes Positive attitude components: Approval Neither Refusal Computers for entertainment and % % % communication (PE/UK/+) In my life the computer is a very important entertainment 78 17 5 medium. It is important for me to communicate with friends via 76 17 7 computer. Computer games and other entertainment applications offer 59 26 15 a diversified opportunity to spend your spare time. It’s easy to meet new people via 53 31 16 communication platforms. Nadine.Schaarschmidt@tu-dresden.de Folie 13 von 17 Medienzentrum
  14. 14. Results: Computer related attitudes M FIDEC-Scales: 1 = high acceptance Computer related attitudes 5 = low acceptance Positive attitude components: Computers for learning and working 1.9 (PE/LA/+) Negative attitude components: Computers for learning and working 3.7 (PE/LA/-) Positive attitude components: Computers for entertainment and 2.1 communication (PE/UK/+) Negative attitude components: Computers for entertainment and 3.7 communication (PE/UK/-) Nadine.Schaarschmidt@tu-dresden.de Folie 14 von 17 Medienzentrum
  15. 15. Results: Computer related attitudes Negative attitude components: Approval Neither Refusal Computers for learning and % % % working (PE/LA /-) The computer work is often frustrating, because I don’t 5 13 82 understand this machine. I would prefer to work less with 8 23 69 computers. Computer programs which I use for work and learning purposes 16 35 49 are hard to understand sometimes. From time to time computer 21 30 49 work bothers me. Nadine.Schaarschmidt@tu-dresden.de Folie 15 von 17 Medienzentrum
  16. 16. Results: Influences on computer-relatedattitudes• Learning related self-efficacy expectations• Demographic characteristics: comparison between urban and rural areas (size of place)• Gender Gender N M SD p Computer as a learning and working tool female 294 2.0 .53 .447 (positive attitude) male 434 1.9 .66 Computer as a learning and working tool female 294 3.6 .71 .000 (negative attitude) male 434 3.9 .76 Computer as a communication and female 294 2.3 .71 .000 entertainment tool (positive attitude) male 434 2.0 .71 Computer as a communication and female 294 3.6 .63 .000 entertainment tool (negative attitude) male 434 3.9 .69 Nadine.Schaarschmidt@tu-dresden.de Folie 16 von 17 Medienzentrum
  17. 17. Conclusions and future work• computer use frequency is very high and attitudes toward computer-based learning are very positive• learning related self-efficacy expectations are very high among young people• experience with e-learning within this sample is also very large• Characteristic of this sample: they have chosen to participate in the e-learning programs voluntarily. It can be assumed that the sample belongs to an education friendly group.• a comparison of the educational backgrounds is needed to test a connection between the highly positive attitudes to the computer as an entertainment item and learning tool• a comparative analysis to other attitudes is recommended• Answer to the initial question if digital natives can be found at school: the term must be discussed in relation to several aspects Nadine Schaarschmidt| Medienzentrum Folie 17 von XYZ
  18. 18. Thank you!Nadine.Schaarschmidt@tu- dresden.de Nadine.Schaarschmidt@tu-dresden.de Medienzentrum

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