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Psychological Aspects of e-Learning 2.0

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Rudnicka, P. (2008). Psychological Aspects of e-Learning 2.0 (paper). 30.11-1.12.2007. 6th International Conference Cyberspace, 28-29.11.2008. Brno, Czech Republic: Masaryk University.

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Psychological Aspects of e-Learning 2.0

  1. 1. Psychological Aspects of e-Learning 2.0 E-Learning Patrycja Rudnicka Institute of Psychology, University of Silesia Katowice, Poland
  2. 2. Emerging Educational Environments • Based on new technologies • Web 2.0 • Second Life • On-line games • Based on different teaching and learning approach • User centered learning • Collaborative social learning • Informal learning 2
  3. 3. e-Learning 2.0 1.0 Web-based Learning Blended Learning Computer-based Learning Correspondence Distant Learning F2F Learning 3
  4. 4. e-Learning 2.0 ePortfolio 2.0 Web-based Learning Blended Learning 1.0 4
  5. 5. e-Learning 2.0 ePortfolio 3.0? 2.0 1.0 5
  6. 6. Differences? 6
  7. 7. Differences? 7
  8. 8. Why e-Learning 1.0 is not enoughanymore? • Everyday users experience • Divide between digital natives and immigrants • Technology evolution • Demands of Digital Age and modern world 8
  9. 9. Psychology of e-learning The psychology of e-learning is interdisciplinary field of study concerning on people’s psychological factors, psychological processes and mechanisms important for effective learning with information technologies (Yan, Hao, Hobbs & Wen, 2003) 9
  10. 10. Psychological aspects of e-Learning 2.0 • Environment and its features (collaborative spaces, 3D virtual worlds) • How do users perceive them? • Why do they use them? • Characteristics of users • Personal differences (learning and cognitive styles, innovative orientation, technology acceptance, web and e-learning experience) • Skills and competencies 10
  11. 11. Psychological aspects of e-Learning 2.0 • Characteristic of the learning process • Teachers / Students roles • How do students and teachers use technology? • Effectiveness 11
  12. 12. Psychological aspects of e-Learning 2.0• Environment and its features (collaborative spaces, 3D virtual worlds) • How do users perceive them? 12
  13. 13. StudyCognitive representation of technological tool (Penna & Stara, 2007)Study design: • Description of e-learning 2.0 (features, competences) • Course developement • Measurement (phase I & II) • Mixed model – questionnaire & focus group interviews 13
  14. 14. Description 1.0 2.0 connectivity collectivity system web / archipelago centralization diffusion limitation openness hierarchy shared cloud instructor-led experience learner centered design instructional packets social learning linear personal text-based multimodality static exponential 14 (Karrer, 2006; Rudnicka, 2008)
  15. 15. Competencies es g iti in un rn m ea om al l c i soc tion rma ge info wled wr cre i te a ti kno /re on ad we b 15
  16. 16. Competencies selection es g iti in assessment un rn m ea pattern cognition synthesis-analysis om al l c i communication shifting soc sharing cooperation tion personal rma ge info wled wr cre i te a ti information kno management /re on ad content creation we b remix mash up technological competencies 16
  17. 17. Method • Focus Group Interviews • 1-1,5h (recorded, coded, analysed) • Questionnaire • Web use patterns • Internet Self-Efficacy (Compeau & Higgins, 1995; Rudnicka, 2007) • TAM - Perceived Usefulness and Perceived Ease of Use (Davis, 1989) 17
  18. 18. Sample • N = 30 (80%, 20%) • 3rd year psychology students • blended learning freshmens 18
  19. 19. Results • Basic characteristics – Internet use: • experience > 5 years • everyday use • average time 2-4h/day, 7-14h/week 19
  20. 20. Results • Basic characteristics – e-learning acceptance and self-efficacy: • Perceived Usefulness (M = 3,3) • Perceived Ease of Use (M = 3,7) • Internet Self Efficacy (M = 72,53) 20
  21. 21. Results - E-learning connotations 21
  22. 22. Results - Categories • Software (46) • Positive qualities (32) • Demands toward learner (20) • Hardware (14) • Negative qualities (8) • Based on specific experiences (6) 22
  23. 23. Results - Categories 23
  24. 24. References:• Karrer, T. (2006) What is eLearning 2.0? http://elearningtech.blogspot.com/2006/02/what-is-elearning-20.html• Penna, M. & Stara, V. (2007). The failure of e-learning: why should we use a learner centred design. Journal of e-Learning and Knowledge Society, 3(2), 127-135.• Rudnicka, P. (forthcoming). Psychology, Education and Web 2.0. In: A. Maj & M. Derda-Nowakowski (eds.). McLuhan Codes. Katowice: ExMachina.• Yan, Z.; Hao, H.; Hobbs, J.L., & Wen, N. (2003). The psychology of e-learning: A field of study. Journal of Educational Computing Research, 29 (3), 285-296.• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 318‑340.• Compeau, D. R. & Higgins, C. A. (1995). Computer self ‑efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211.••• 24
  25. 25. Thank youpatrycja.rudnicka@us.edu.pl 25

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