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1.
This study examined users’ views about the usability of digital libraries—current and perceived importance. Age, gender, prior experience with the Internet, college status, and digital library proficiency are the independent variables. Users’ current views about the usability of digital libraries and users’ perceived importance of digital library usability are treated as dependent variables. The Digital Library Usability Survey, a Likert‐type instrument developed by Koohang, was used. The study's participants were 107 undergraduate students enrolled in an interdisciplinary and cross‐functional degree programme at a large state university in the Midwest, USA. The collected data were analysed through statistical procedures. The overall results yielded significant differences for the variables of users’ prior experience with the Internet and users’ proficiency level with the digital library. The univariate results indicated a significant difference on the users’ perceived importance of digital library usability. However, digital library proficiency produced a significant difference on users’ current views about the digital library's usability. These results are discussed. Recommendations are made for practice and future research.  相似文献   

2.
The attitudes and the self‐efficacy that characterize learners relative to the Internet have been identified as important factors that affect learners’ motivation, interests and performance in Internet‐based learning environments. Meanwhile, learners’ perceptions of the Internet may shape learners’ attitudes and online behaviours. This study investigates university students’ attitudes and self‐efficacy towards the Internet, and explores the role that university students’ perceptions of the Internet may play in their Internet attitudes and self‐efficacy. The results indicate that university students demonstrate positive attitudes and adequate Internet self‐efficacy and that these students are more inclined to view the Internet as a functional tool—a functional technology. Gender differences exist in university students’ attitudes towards, and perceptions of, the Internet; that is, male students demonstrate Internet attitudes that are more positive than those of their female peers. Furthermore, students who perceive the Internet as a leisure tool (e.g. as a tour or a toy) show more positive attitudes and communicative self‐efficacy than students who use the Internet as a functional technology. Educators and researchers need to be aware of these differences and to take them into consideration in their instruction. Lastly, this study serves as a starting‐point for research that more broadly explores learners’ perceptions of the Internet.  相似文献   

3.
In today’s higher education, the Internet is indispensable in creating, storing, and disseminating information and knowledge. This study examines gender differences among college students in their usage perceptions of the Internet. A multiple-variable logistic model was proposed and tested using data gathered from 805 college students. The results of the study suggest gender differences in usage perceptions of the Internet can be detected among college students. Specifically, the differences are reflected in that male college students have a higher level of perceptions of Internet self-efficacy, experience, and information overload than females. Implications for research in information systems and practice in higher education are discussed.  相似文献   

4.
Synchronous hybrid delivery (simultaneously teaching on‐campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students’ emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students’ emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students’ self‐reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control‐value theory of emotions was used as the theoretical framework. Paired samples t‐tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on‐campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology‐related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology.  相似文献   

5.
This study explored students’ perceptions regarding the integration of electronic portfolios (ePortfolios) in two online graduate‐level courses at a small research university in the western United States. Researchers investigated student perceptions of communication, connectedness, value, and perceived student learning through ePortfolio integration and formative peer review to support a sustained community of learning. Data was collected from 40 students with a Web‐based questionnaire and a threaded discussion forum. Results indicate ePortfolios positively impacted some students’ perception of communication, connectedness, and learning. Most participants also valued ePortfolios. Prior ePortfolio experience and gender were responsible for minor differences in student perceptions, whereas lack of prior reflective experience impacted student perceptions significantly. Researchers conclude that ePortfolios can foster learning communities in online graduate programs.  相似文献   

6.
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7.
The purpose of this study was to examine students’ computer attitudes and experience, as well as students’ perceptions about the use of two specific software applications (Google Drive Spreadsheets and Arquimedes) in the Building Engineering context. The relationships among these variables were also examined. Ninety-two students took part in this study. Results suggest that students hold favourable computer attitudes. Moreover, it was found a significant positive relationship among students’ attitudes and their computer experience. Findings also show that students find Arquimedes software more useful and with higher output quality than Google Drive Spreadsheets, while the latter is perceived to be easier to use. Regarding the relationship among students’ attitudes towards the use of computers and their perceptions about the use of both software applications, only a significant positive relationship in the case of Arquimedes was found. Findings are discussed in terms of its implications for practice and further research.  相似文献   

8.
《学校用计算机》2012,29(4):293-318
Abstract

Cyber wellness includes the knowledge, skills, and values geared toward the protection of Internet users as well as proper and responsible technology use. Using the survey method, this study investigated the cyber wellness awareness of secondary school students and teachers as well as parents’ perceptions of their children’s cyber wellness. Six thousand eight hundred thirty-nine (6,839) students, 749 teachers, and 4,916 parents participated. Cyber wellness survey forms for students, teachers, and parents were distributed to seven school districts. Results indicated that students had high levels of awareness with regard to Internet addiction, cyberbullying, online privacy, and cybersecurity and medium levels of awareness regarding netiquette, inappropriate online content, and copyright. Additionally, students’ awareness levels differed significantly in terms of gender, class level, Internet use span, and desire for education on safe and responsible Internet use. Teachers had medium levels of awareness with respect to all of the concepts. Furthermore, it was determined that parents considered that their children had medium levels of awareness regarding Internet addiction, netiquette, online privacy, inappropriate online content, copyright, and cybersecurity along with a high level of awareness regarding cyberbullying.  相似文献   

9.
ABSTRACT

Higher-education students now have more alternatives for searching for information than previous generations had. The Internet is a vast ocean of information sources, albeit with diverse reliability and quality. In Web 2.0 platforms, any participant can be a content creator. This reality is challenging for both the instructors and the students. We conducted interviews with 12 Computer Science students and 8 instructors from two universities to (a) identify the difficulties students encounter, if at all, (b) identify the learning processes that students undergo, if at all, when using the Internet for their CS studies, in particular, programming tasks; and (c) elicit instructors’ perceptions of students’ use of the Internet. Both students and instructors agreed that although using the Internet is not trivial, direct teaching of this skill is unnecessary. Instructors differed in their attitudes towards students’ use of the internet. We found that in the first year the students’ use of the Internet and their difficulties are similar to reports in the empirical literature, and echo the instructors’ concerns. However, after extensive experience, students undergo a learning process, and their ability to navigate the myriad sources, as well as to search, manage, and effectively evaluate Internet sources improves. Students mentioned their improved abilities to code as a means to effectively evaluate information sources.  相似文献   

10.
Students’ Perceptions of E‐learning in University Education   总被引：1，自引：0，他引：1  
This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e‐learning at the university. Advantages and disadvantages of e‐leaming were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e‐leaming system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e‐learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e‐leaming on campus than other students.  相似文献   

11.
This study examined the effects of a graduate level, professional development (PD) course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding the use of digital games in the classrooms, teacher involvement in educational game design, and constructionist gaming. Twenty-one teachers participated in the study. Both quantitative and qualitative data were collected from pre- and post-surveys and participants’ reflections on major assignments. The results revealed significant changes in participants’ perceptions, attitudes, and self-efficacy. At the end of the course, all participants believed that digital games could be helpful for students’ learning and help students develop real-world skills, including higher-order thinking, problem solving, decision making, and collaboration skills. They also felt more comfortable using digital games in the classroom after completing the course. All participants agreed or strongly agreed that teachers should be involved in the process of educational game design. The participants also realized that constructionist gaming could provide an engaging and meaningful context where students can practice and develop real world skills. This study examined the impact of the PD experience on the participants’ behavioral intentions beyond their perceptions and attitudes. The results showed that the PD experience had a positive influence on the participants’ behavioral intentions. The findings of this study provide useful insights into teacher professional development.  相似文献   

12.
Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students’ perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students’ perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students’ emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students’ perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.  相似文献   

13.
This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement.  相似文献   

14.
Abstract

The study examines nontraditional, African-American adult students’ use of technologies and their perceptions toward this in technology-based environments. Technology perceptions included computer self-efficacy, Internet self-efficacy, user attitude, and computer anxiety. The effects of student characteristics on these factors and the relationships between these factors were examined throughout this study. Participants included minority students who participated in face-to-face or online undergraduate courses offered in continuing education. A quantitative approach was undertaken to analyze the collected data. Results indicated that nontraditional minority students utilized basic software tools more frequently than the advanced ones, suggesting that many of them may lack the knowledge or skills for advanced technologies. Age, hours spent online, and previous online course experiences influenced students’ technology perceptions. Gender did not have an impact on technology perceptions. Internet self-efficacy was affected by most of the student characteristics variables. Computer self-efficacy was found to be a good predictor for both user attitude and computer anxiety. (Keywords: technology usage, technology perceptions, student characteristics, computer and Internet self-efficacy, minority students)  相似文献   

15.
This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in‐depth exploration of how children's age and gender influence the balance between children's use of digital and non‐digital media at home. The data draw on 709 parents’ responses to an open‐ended question asked in the context of a national survey investigating the digital reading habits of children, conducted in 2015. Parents’ responses were analysed using content and thematic analysis, which yielded eight main categories, collapsed into three major themes: control, child's healthy development and diversity of experiences. Quantitative analyses evidenced that more parents of boys were concerned about the health implications of their children's digital media use and this was a concern especially for parents of the youngest (0–2‐year‐old) children. More parents of 6–8‐year olds cited the appeal of technology as the main reason for the perceived imbalance in their children's engagement with digital media. The study provides a more secure understanding of the factors that influence parental perceptions of their children's digital media use at home, which has implications for policy‐makers, digital designers and early years professionals.  相似文献   

16.
This paper reports on a study of undergraduate students’ experiences with criteria‐referenced self‐assessment. Fourteen students who had taken a course involving self‐assessment were interviewed in focus groups segregated by gender. The findings suggest that students had positive attitudes toward self‐assessment after extended practice; felt they can effectively self‐assess when they know their teacher’s expectations; claimed to use self‐assessment to check their work and guide revision; and believed the benefits of self‐assessment include improvements in grades, quality of work, motivation and learning. There were indications that some students sensed a tension between their own standards for good work and some of their teachers’ standards. There was no evidence of differences in the responses of male and female students. The paper concludes with the suggestion that self‐assessment involves a complex process of internalization and self‐regulation, and with implications for research and practice.  相似文献   

17.
Because business statistics students often experience a lack of statistical motivation, business educators need to understand the factors that influence students’ motivation levels in undergraduate‐level business statistics courses. The purpose of this study was to examine the role of math self‐efficacy and self‐compassion on students’ motivation levels and the gender differences among the main variables. The regression results showed that math self‐efficacy was a positive predictor of statistics motivation. Self‐compassion was also found to be a partial mediator of the relationship between math self‐efficacy and statistics motivation. Gender differences were also found in business students’ math self‐efficacy, self‐compassion, and statistics motivation.  相似文献   

18.
The potential value of a multiple‐choice question‐construction instructional strategy for the support of students’ learning of physics experiments was examined in the study. Forty‐two university freshmen participated in the study for a whole semester. A constant comparison method adopted to categorize students’ qualitative data indicated that the influences of multiple‐choice question construction were evident in several significant ways (promoting constructive and productive studying habits; reflecting and previewing course‐related materials; increasing in‐group communication and interaction; breaking passive learning style and habits, etc.), which, worked together, not only enhanced students’ comprehension and retention of the obtained knowledge, but also helped distil a sense of empowerment and learning community within the participants. Analysis with one‐group t‐tests, using 3 as the expected mean, on quantitative data further found that students’ satisfaction toward past learning experience, and perceptions toward this strategy’s potentials for promoting learning were statistically significant at the 0.0005 level, while learning anxiety was not statistically significant. Suggestions for incorporating question‐generation activities within classroom and topics for future studies were rendered.  相似文献   

19.
This paper focuses on the effects of social–structural factors (age, ethnicity and gender) on university students’ use of web‐based instruction. The study uses data from registration questionnaires of students at the Open University of Israel. During the period between 1995 and 2002 there has been a continuous increase in the proportion of students who use the Internet and email for study purposes. However, a significant minority (one‐third of the students) are still not Internet users. Previous studies have referred to the digital divide in terms of differences in access to the relevant hardware and explained it mainly by social and structural factors. Current research tends to focus on the digital divide in terms of use rather than access, and explains it mainly by micro, individual and situational characteristics. The present study shows that structural factors such as age, gender and ethnicity also play a significant role in the continuous existence of the usage gap. The social and educational implications of this gap are discussed.  相似文献   

20.
This article analyses the use of peer evaluation as a tool for evaluating teamwork and students’ perceptions of this type of evaluation. A study was conducted of six subjects included on five degree courses at the University of Girona. In all of these subjects, students carried out a team activity, evaluated the performance of the team and the involvement of its different members, and responded to a survey on their perceptions of this evaluation system. We found the main factors influencing the evaluation and perception of teamwork to be teachers’ and students’ prior experience in this type of evaluation activity, the field where it is applied, the academic year students are enrolled on and the weight of the activity in the final mark. The results show that, in general, students’ views regarding such evaluation procedures are positive.  相似文献   

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