Impact of Educational Technology-Based Learning Environment on Students' Achievement Goals, Motivational Constructs, and Engagement

2019 ◽  
Author(s):  
Saira Anwar
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Achievement Goals ◽  
Motivational Constructs

Abstract P634: The Influence Of Virtual Learning Environment On Therapy Adherence And On The White Coat Effect

Hypertension ◽  
2015 ◽  
Vol 66 (suppl_1) ◽  
Author(s):  
Isabela R Fistarol ◽  
Chao L Wen ◽  
Luiz Bortolotto ◽  
Margarida Vieira ◽  
Miriam Tsunemi ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Blood Pressure ◽  
Educational Technology ◽  
Learning Environment ◽  
Statistical Difference ◽  
Virtual Learning Environment ◽  
White Coat ◽  
Study Group ◽  
White Coat Effect

Systemic arterial hypertension is a risk factor for cardiovascular diseases and has become a common public health problem. Health education associated with educational technology may be used to encourage patients’ adherence to treatment and enable them to adequately understand how harmful hypertension can be to health, thereby promoting their quality of life. OBJECTIVE: To evaluate the influence of a strategy in an individual orientation program using educational technology associated with virtual learning environment (VLE) of hypertension care on the reduction in the white coat effect and the improvement in blood pressure control to be promoted by a nurse in a hypertension unit in a government state hospital in São Paulo. METHODS AND MATERIALS:This was a randomized clinical education study conducted with two groups, the VLE group (study group, 10 patients) and the control group (16 patients). Both groups were interviewed 6 times by nurses during the 120-day follow-up at 20-day intervals. At baseline (randomization) and at the end of the study, the patients took Spielberg’s State-Trait Anxiety Inventory (STAI), the Morisky test, and the WHOQOL, a quality of life instrument, and had their blood pressure taken (ambulatory blood pressure monitoring [ABPM]). Both groups had their blood pressure, weight, and abdominal circumference measured. Only the study group had remote access to the VLE. This consisted of 6 specific educational modules, each released according to the encounter number. RESULTS: At baseline, there were no statistical differences between the two groups with respect to the sociodemographic and hemodynamic variables. At the end of the study, there was a significant statistical difference between the groups on the Morisky test (p=0.001) and on the WHOQOL with respect to domain 3 social (p=0.001). There was no statistical difference with respect to the white coat effect between the groups. Nor was there any statistical difference between the groups with respect to the association of the anxiety degree measured by STAI and the white coat effect.CONCLUSION: In light of the results, our strategy improved the quality of life in the social domain and changed the adherence behavior of the study group in relation to the forgetfulness of medication schedules.

The Use of Educational Technology in Biology: A Case Study

1973 ◽  
Vol 2 (2) ◽  
pp. 133-138
Author(s):  
Mary E. Lynch
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Learning Process ◽  
College Level ◽  
Multimedia Program ◽  
Teaching Learning ◽  
Positive Effect ◽  
Student Acceptance

Evaluation of a technologically mediated college-level biology course has been done objectively as well as subjectively. Comparison is made with data accumulated from a traditionally taught biology course. Comparison reveals grade improvement through the use of educational technology. The learning environment is superior and student acceptance of technology is overwhelmingly favorable. The multimedia program has had a positive effect on the teaching-learning process. The challenge is to develop and use systems more effectively.

An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment

2014 ◽  
pp. 1176-1189
Author(s):  
Wenzhen Li ◽  
Leping Liu
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Learning Environment ◽  
Exploratory Study ◽  
Traditional Students ◽  
Technical Support ◽  
Technology Learning ◽  
Initial Learning ◽  
Non Traditional Students ◽  
Return To College

This study explored the experiences of non-traditional students in an online educational technology course using a qualitative method. Three participants were interviewed about their experiences with online computer technology learning. The results suggested that non-traditional students were motivated to return to college but some experienced the feeling of anxiety due to an unknown method of learning. Initial learning of technology could be intimidating and frustrating for non-traditional students. The findings indicated the importance of technical support in enhancing their online learning experiences.

Educational Interactions Quality in E-Learning Environment

2016 ◽  
pp. 216-232
Author(s):  
Tatiana Noskova ◽  
Olga Yakovleva
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Self Assessment ◽  
Environment Quality ◽  
E Learning ◽  
Educational Interactions

The chapter is focused on the problem of educational interactions within E-learning environment. The main questions are: how E-learning environment participants initiate and maintain communication and how an E-learning environment quality can be accessed via the educational interactions analysis? Two directions of E-learning environment interactions assessment are described: formalized assessment, carried out by a teacher on the account of basic educational interactions algorithms; students' self-assessment. The first direction of assessment is proposed to be carried out with the use of basic algorithms of educational interactions in E-learning environment; while the second direction of assessment involves telecommunication reflexive educational technology.

Motivational Antecedents of Precompetitive Anxiety in Youth Sport

1997 ◽  
Vol 11 (1) ◽  
pp. 24-42 ◽  
Author(s):  
Howard K. Hall ◽  
Alistair W. Kerr
Keyword(s):  
State Anxiety ◽  
Achievement Goals ◽  
Goal Orientations ◽  
Three Dimensions ◽  
Hierarchical Regression ◽  
Task Orientation ◽  
Perceived Ability ◽  
Motivational Constructs ◽  
Time Period ◽  
Measuring Achievement

The present investigation tested the conceptual links between goal orientations and achievement anxiety which have been suggested by Roberts (1986) and Dweck and Leggett (1988). One hundred and eleven junior fencers between the ages of 10 and 18 completed a series of questionnaires measuring achievement goals (TEOSQ), perceived ability and multidimensional state anxiety (CSAI-2) on four occasions prior to a regional fencing tournament. Hierarchical regression analyses indicated that perceived ability was a consistent predictor of all three dimensions of the CSAI-2 at each different time period. In addition, an ego orientation was found to contribute significantly to the prediction of cognitive anxiety on two occasions prior to competition. When goals assessed immediately before performing were entered as predictors of CSAI-2 dimensions, a task orientation was found to contribute to the prediction of both somatic anxiety and confidence. The findings also suggest that an awareness of an athlete’s achievement goals and perceived ability will allow coaches a more parsimonious understanding of the motivational antecedents of precompetitive anxiety than previous approaches which have considered other motivational constructs to be crucial antecedents of precompetitive affect (e.g., Swain & Jones, 1992).

Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes

2016 ◽  
pp. 195-211
Author(s):  
Moussa Tankari
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Web 2.0 ◽  
Team Work ◽  
Future Research ◽  
Task Completion ◽  
Web Based ◽  
Web 2.0 Tools ◽  
American Institution ◽  
Survey Results

This chapter reports on online student task completion activities as they engage in a learning environment that uses multiple Web 2.0 tools in two sections of a graduate level Educational Technology course at an American institution of higher education. Using a web-based Likert-type questionnaire to collect data from twenty-two participants, this chapter sought to investigate the relationship between working with multiple Web 2.0 tools and student task completion activities (following discussion threads, team work, and meeting assignment deadlines) in a network learning environment (NLE), what Web 2.0 tools students prefer the most in online learning environments, whether there is any gender difference in terms of task completion, and which activities presented more challenge to participants. The survey results indicate that no significant correlation exist between the variables. Finally, recommendations for future research are suggested.

Vom virtuellen Wissensraum zur Lernumgebung – Kooperatives Lernen als integrativer Ansatz für eine mediengestützte Bildung (From the Virtual Knowledge Space to a Learning Environment – Cooperative Learning as Integrative Approach to Educational Technology)

i-com ◽  
2004 ◽  
Vol 3 (2/2004) ◽  
pp. 5-12
Author(s):  
Sabrina Geißler ◽  
Thorsten Hampel ◽  
Reinhard Keil-Slawik
Keyword(s):  
Educational Technology ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Integrative Approach ◽  
Knowledge Space ◽  
Kooperatives Lernen ◽  
E Learning

AbstractKlassische E-Learning-Umgebungen verkörpern vielfach eine ,Einbahnstraße des Lernens‛: Es werden hypermedial aufbereitete Materialien produziert, publiziert und rezipiert. Daneben gibt es Kommunikations- und Kooperationssysteme, die neue Formen der synchronen Interaktion zwischen Lehrenden und Lernenden ermöglichen. In beiden Ansätzen führt die Betonung der damit möglichen Zeit- und Ortsunabhängigkeit dazu, dass Funktionen und Materialien als isoliert zu nutzende Angebote wahrgenommen und umgesetzt werden. Mit dem vorliegenden Ansatz betonen wir dagegen nicht mehr die zeitliche und räumliche Unabhängigkeit, sondern die zeit- und ortsübergreifende Integration aller Prozesse, die im Rahmen eines Lehr- bzw. Lernarrangements auftreten. Dazu stellen wir das Konzept des virtuellen Wissensraums vor, der die nutzergesteuerte Integration unterschiedlicher Funktionsbereiche und Materialien ermöglicht. Da hierbei nicht die Einmalproduktion hochwertiger Materialien im Vordergrund steht, sorgt weiterhin ein multiperspektivischer Modulbegriff dafür, dass mediale Objekte mit unterschiedlichen Zeithorizonten und verschiedenen Rollenzuschreibungen bedarfsgerecht bearbeitet werden können. Die Umsetzung dieser Konzepte wird an einem praktischen Beispiel aus der universitären Lehre illustriert.

Sign in / Sign up

Export Citation Format

Share Document