Perceived Ease in Using Technology Predicts Teacher Candidates' Preferences for Online Resources

2017 ◽  
Vol 7 (3) ◽  
pp. 17-28
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Learning Environments ◽  
Teacher Candidates ◽  
Preliminary Analysis ◽  
Online Resources ◽  
Teacher Education Programs ◽  
Pacific Island ◽  
Online Learning Environments ◽  
Online Resource ◽  
Students Attitudes ◽  
The Relationship

This study provides a preliminary analysis of teacher candidates' attitudes toward information technology as they predict receptivity to an online resource-based learning. The participants of the current questionnaire-based study were randomly selected teacher candidates (N = 101) at an American Pacific island university. The questionnaire focused on the relationship between the candidates' levels of comfort with technology and the degrees to which they consider the Internet useful in doing coursework. Results from this study may guide teacher education programs, as they seek to optimize teacher candidates' receptivity to course-appropriate online resources. This is because these teachers will shape their own students' attitudes toward online learning environments, promoting their students' tendencies to access resources maintaining lifelong learning perspectives.

Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources

2021 ◽  
pp. 45-61
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Literacy Skills ◽  
Teacher Education Programs ◽  
Online Learning Environments ◽  
Positive Attitudes ◽  
Information Literacy Skills

Facility and ease in using computer technology increase the value that students attach to online learning environments. The current study provides an analysis of teacher candidates' attitudes toward information technology as they predict receptivity to electronic resources (known as e-resources). This questionnaire-based study recruited a representative sample of teacher candidates (N = 101) at an American Pacific Island university as participants. Questions addressed the relationship between teacher candidates' levels of comfort with technology and the Internet, and their preferences for e-resources. Information literacy skills strongly predicted successful use of resource-based approaches to teacher education, which, in turn, predicted positive attitudes toward online learning environments. The results may guide teacher education programs, as they seek to optimize pre-service teachers' receptivity to course-appropriate resources. Working with future teachers affords an opportunity to promote their use of information technology, and their view of learning as a lifelong enterprise.

Electronic Classroom, Electronic Community

2010 ◽  
pp. 439-456
Author(s):  
Lisa Harris
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Case Studies ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Electronic Classroom ◽  
Electronic Community ◽  
Quality Learning ◽  
New Evidence ◽  
The Relationship

The capacity for online learning environments to provide good quality learning experiences for students has been the focus of speculation and debate in the higher education sector from the late 1990s to the present day. In this area, “quality” has become synonymous with engaging students in a learning community. This chapter reports on a qualitative research project designed to explore the significance of community for students studying online. Using three fundamentally different types of online learning environments as case studies, this research explored the relationship between the constructed online learning environment and the development of learning communities or what the author has termed social learning support networks (SLSN). Exploring the common themes to emerge from these three case studies, this research provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.

The relationship between social presence and cognitive load

2019 ◽  
Vol 16 (2) ◽  
pp. 172-182
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environments ◽  
Content Type ◽  
Germane Cognitive Load ◽  
High Level ◽  
The Relationship ◽  
Spearman’S Correlation

Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

Being online: social presence as subjectivity in online learning

2010 ◽  
Author(s):  
Benjamin Kehrwald
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Exploratory Study ◽  
Online Learning Environments ◽  
The Relationship

This article discusses the relationship between social presence and subjectivity in online learning environments. Drawing from views of subjectivity synthesised by de Sousa and an exploratory study into online social presence (by Kehrwald), the presentation identifies the links between various forms of subjectivity and the operation of social presence. The conclusions highlight the benefits of explicitly associating subjectivity with social presence in online learning and some of the key implications for online learning practice.

scholarly journals Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

2020 ◽  
Vol 17 (7) ◽  
pp. 2320
Author(s):  
Jianhui Yu ◽  
Changqin Huang ◽  
Zhongmei Han ◽  
Tao He ◽  
Ming Li
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Interaction Model ◽  
Critical Element ◽  
Environment Interaction ◽  
Moderating Effects ◽  
Academic Emotions ◽  
Online Learning Environments ◽  
The Relationship

Learning persistence is a critical element for successful online learning. The evidence provided by psychologists and educators has shown that students’ interaction (student-student (SS) interaction, student-instructor (SI) interaction, and student-content (SC) interaction) significantly affects their learning persistence, which is also related to their academic emotions. However, few studies explore the relations among students’ interaction, academic emotions and learning persistence in online learning environments. Furthermore, no research has focused on multi-dimensional students’ interaction and specific academic emotions. Based on person-environment interaction model and transactional distance theory, this study investigates the relationship between students’ interaction and learning persistence from the perspective of moderation and mediation of academic emotions including enjoyment, boredom, and anxiety. Data were collected from 339 students who had online learning experience in China. AMOS 22.0 (IBM, Armonk, NY, USA) and SPSS 22.0 (IBM, Armonk, NY, USA) were employed to analyze the mediating and moderating effects of academic emotions, respectively. The results revealed that students’ interaction and academic emotions directly related to learning persistence. Specifically, enjoyment, anxiety and boredom had significant mediating and moderating effects on the relationship between students’ interaction and learning persistence. Based on these findings, we further discussed the theoretical and practical implications on how to facilitate students’ learning persistence in online learning environments.

The Effect of Task Complexity on Eye Movement and Multitasking Performance in Students With and Without ADHD

2020 ◽  
Vol 64 (1) ◽  
pp. 786-790
Author(s):  
Madison Johnson ◽  
Ji-Eun Kim
Keyword(s):  
Learning Environments ◽  
Eye Movement ◽  
Task Complexity ◽  
Mental Workload ◽  
Neurodevelopmental Disorder ◽  
Attention Allocation ◽  
Equal Access ◽  
Online Learning Environments ◽  
Hyperactivity Disorder ◽  
The Relationship

Attention Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects many individual’s ability to maintain and shift attention. Little is known about the connection between executive function and eye movement in individuals diagnosed with ADHD during multitasking. The objective of this research is to examine the relationship between patterns of eye movement and multitasking performance between students with and without ADHD. During the experiment, students with and without ADHD completed NASA’s Multi-Attribute Task Battery at both low and high task complexity. We found that students without ADHD showed higher error counts, higher workload ratings, and greater total number of fixations in the high task complexity than in the low task complexity. By understanding the relationship among eye movement, executive functioning, and mental workload, it is possible to gain insight in attention allocation in online learning environments and apply that knowledge to create tools for equal access to learning.

Using cognitive strategies overcomes cognitive load in online learning environments

2020 ◽  
Vol 17 (2) ◽  
pp. 215-228
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Negative Relationship ◽  
Cognitive Learning ◽  
Online Learning Environments ◽  
Content Type ◽  
The Relationship

Purpose This study aims to look at the relationship between extraneous cognitive load and germane cognitive load and how the use of cognitive learning strategies might moderate the relationship. Design/methodology/approach This present study used survey data (n = 440) from randomly selected students taking large online classes in South Korea. Findings This research found a negative relationship between extraneous and germane loads. Furthermore, this study found that the use of cognitive strategies moderates this relationship. This shows that the use of cognitive strategies can help overcome unclear instruction and help to produce higher levels of student learning. Originality/value Within online learning environments, the degree to which nonessential information contributes to cognitive overload among learners becomes an important area of investigation, along with the ways in which learning strategies can mitigate some of this overload.

scholarly journals Self-Efficacy In Online Learning Environments: A Literature Review

2016 ◽  
Vol 9 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Learning Environments ◽  
Information Seeking ◽  
Self Efficacy ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Learning Environments ◽  
Learning Management ◽  
The Relationship

The purpose of this paper was to examine the relationship between self-efficacy and online learning environments. Self-efficacy refers to “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). This paper reviews studies on self-efficacy in online learning environments from 1997 to 2015. Three main categories were discussed: computer self-efficacy, Internet and information-seeking self-efficacy and LMS (Learning Management Systems) self-efficacy. Possible areas of research on self-efficacy in online learning environments were suggested. 

Sign in / Sign up

Export Citation Format

Share Document