Investigating opinions on ICT use in higher education

• Authors: Colin F. Hales , Barbara Fura
• Languages of publication: EN

Abstracts

EN

This article presents research results on attitudes of students’ towards the use of ICT in the education process. The analyses were conducted against the backdrop of the students’ subjective assessment of their general computer aptitude as well as their access to and use of ICT. The results prove that students’ opinions on the wider use of ICT in the learning process was influenced by a subjective assessment of their general computer skills which was determined e.g. by their specialization as well as demographic characteristics. Access to a computer/Internet influenced their familiarity with some applications and online activities. The results confirm that students with a higher appraisal of their competence were more positively inclined towards a wider use of ICT than those with lower levels of competence.

Keywords

EN

computer aptitude; e-learning; students’ attitude

• Publisher: Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
• Journal: Informatyka Ekonomiczna
• Year: 2013
• Issue: 2(28)
• Pages: 37-55

Contributors

author

Colin F. Hales

• Rzeszow University

author

Barbara Fura

• Rzeszow University

References

• Abouserie R., Moss D., Cognitive style, gender, attitude toward computer assisted learning and academic achievement, “Educational Studies” 1992, 18(2), pp. 51-160.
• Chou S.W., Liu C.H., Learning effectiveness in a Web-based virtual learning environment: A learner control perspective, “Journal of Computer Assisted Learning” 2005, no. 21(1), pp. 65-76.
• Davis R., Wong D., Conceptualizing and measuring the optimal experience of the e-learning environment, “Decision Sciences Journal of Innovative Education” 2007, vol. 5/1, pp. 97-126.
• Drysdale J.S., Graham C.R., Halverson L.R., Spring K.J., An analysis of research trends in dissertations and theses studying blended learning, “Internet and Higher Education” 2013, vol. 17, p. 90.
• Garrison D.R., Kanuka H., Blended learning: Uncovering its transformative potential in higher education, “The Internet and Higher Education” 2004, vol. 7(2), pp. 95-105.
• Handbook of Blended Learning: Global Perspectives, Local Design, ed. C.J. Bonk, C.R. Graham, Jossey-Bass/Pfeiffer, San Francisco 2005.
• Ishizuka H., Language Learning System Realizing SLA Theories in a 3D Virtual World, [in:] Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, eds. T. Bastiaens, M. Ebner, Chesapeake, VA: AACE, 2011, pp. 3651-3659.
• Kay R.H., An analysis of methods used to examine gender differences in computer-related behavior, “Journal of Educational Computing Research” 1992, vol. 8(3), pp. 277-290.
• Kesici S., Sahin I., Akturk A.O., Analysis of cognitive learning strategies and computer attitudes, according to college students’ gender and locus of control, “Computers in Human Behaviour” 2009, no. 25, p. 532.
• Lee A.S., Electronic mail as a medium for rich communication: An empirical investigation using hermeneutic interpretation, “MIS Quarterly” 1994, pp.143-157
• Liaw S.S., Huang H.M., Chen G.D., Surveying instructor and learner attitudes toward e-learning, “Computers & Education” 2007, vol. 49 (4), pp. 1285-1296.
• Liaw S.S., Huang H.M., Chen G.D., Surveying instructor and learner attitudes toward e-learning, “Computers & Education”, 2007, vol. 49 (4), pp. 1285-1296.
• Ozkan S., Koseler R., Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation, “Computers & Education” 2009, no. 53, p. 1285.
• Picciano A.G., Seaman J., Shea P., Swan K., Examining the extent and nature of online learning in American K-12 Education: The research initiatives of the Alfred P. Sloan foundation, “Internet and Higher Education” 2012, vol. 15(2), pp. 127-135.
• Ruberg L.F., Miller M.G., Moving from U.S. mail to e-mail, “ERIC” 1993, no. ED363312.
• So H.J., Brush, T.A. Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors, “Computers & Education” 2008, no. 51, p. 321.
• Solvberg A.M., Gender differences in computer-related control beliefs and home computer use, “Scandinavian Journal of Educational Research” 2002, vol. 46(4), pp. 409-427.
• Tselios N., Daskalakis S., Papadopoulou M., Assessing the acceptance of a blended learning university course, “Educational Technology & Society” 2011, vol. 14 (2), pp. 224-235.
• Varank I., Effectiveness of quantitative skills, qualitative skills, and gender in determining computer skills and attitudes: A causal analysis, “The Clearing House” 2007, vol. 81(2), pp. 71-80.
• Wang Y.S., Wang H.Y., Shee D.Y., Measuring e-learning systems success in an organizational context: Scale development and validation, “Computers in Human Behavior” 2007, vol. 23(1), pp. 1792-1808.
• Webster J., Hackley P., Teaching effectiveness in technology-mediated distance learning, “The Academy of Management Journal” 1997, vol. 40(6), pp. 1282-1309.
• Whitley B.E.Jr., Gender differences in computer-related attitudes and behavior: A meta-analysis, “Computers in Human Behavior”, January 1997, vol. 13(1), pp. 1-22.
• Wu H., Tennyson R.D., Hsia T.L., A study of student satisfaction in a blended e-learning system environment, “Computers & Education” 2010, vol. 55(1), pp. 155-164.
• Yu F.Y., Jessy H.J.Yu, Incorporating e-mail into the learning process: Its impact on student academic achievement and attitudes, “Computers & Education” 2002, no. 38, pp. 117-126.