Download Surveying instructor and learner attitudes toward e

Surveying instructor and
learner attitudes toward elearning
Presenter: Jenny Tseng
Professor: Ming-Puu Chen
Date: April 12, 2008
Liaw, S., Huang, H., & Chen, G. (2007). Surveying instructor and learner attitudes toward elearning. Computers & Education, 49, 1066–1080.
Introduction
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E-learning refers to the use of Internet technologies to deliver a broad
array of solutions that enhance knowledge and performance.
Only a small amount of e-learning literature assesses both instructors’
and learners’ attitudes toward using e-learning as teaching and learning
tools.
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Understanding users’ attitudes toward e-learning facilitates the creation of
appropriate e-learning environments for teaching and learning.
Goals of the research
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Surveying instructor attitudes toward e-learning as a teaching assisted tool
Investigating learner perceptions toward e-learning as a learning assisted
tool
Exploring from the viewpoint of users including instructors and learners
guidelines when deploying e-learning
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Literature Review
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(1/2)
Developing effective e-learning
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Three considerations
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Learner characteristics
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Instructional structure
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Attitudes, motivation, belief, and
confidence need to be identified
E-learning signifies autonomous
learning environments
Multimedia instruction enables
learners to develop complex
cognitive skills
Interaction
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learners to learners, or learners to
instructors
Cooperative learning
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Literature Review
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(2/2)
Attitudes toward e-learning
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3-TUM (three-tier technology use model)
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A conceptual approach for investigating user perceptions
toward information and Internet technologies form three tiers
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The tier of individual experience and system quality
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evaluates how individual experience and system quality
influence individual affective and cognitive components
The affective and cognitive tier
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investigates how affective and cognitive components change
individual behavioral intentions
The behavioral intention tier
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predicts individual behavioral intention to use technology for
a particular purpose
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Research Hypotheses
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Hypotheses of instructor attitudes
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The quality of e-learning is positively related to
instructors’ perceived enjoyment, usefulness and selfefficacy toward it
The instructors’ perceived enjoyment usefulness and
self-efficacy toward e-learning is positively related to
their intentions to use it
Hypotheses of learner attitudes
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Self-paced learning, instructor-led learning and
multimedia instruction are a predictor to learners’
attitudes toward e-learning as an effective learning tool
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Research Methodology
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Participants
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Understanding instructor attitudes
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Understanding learner attitudes
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A sample of 50 instructors from a university were asked to answer a
questionnaire after the 4-h seminar on ‘‘How to Use E-Learning for Teaching
Purposes”
A total of 30 responses were collected
168 college students who took either ‘‘Introduction to Computer Science’’ or
‘‘Introduction to Computer Network’’ courses were asked to complete a
questionnaire after using the e-learning environment for six weeks
Instruments
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The data for this study was gathered by means of a questionnaire included
three major components
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Demographic information
Computer and Internet experience
Attitudes toward e-learning
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Results
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(1/4)
Results of instructors’ attitudes
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Many of the variables significantly correlated
with each other
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Results
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(2/4)
Results of instructors’ attitudes - continued
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Perceived system satisfaction could predict perceived self-efficacy
and perceived usefulness
Multimedia instruction could predict perceived enjoyment
Perceived usefulness and perceived self-efficacy could predict
instructors’ behavioral intention to use e-learning
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Results
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(3/4)
Results of learners’ attitudes
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Many of the variables significantly correlated
with each other
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Results
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(4/4)
Results of learners’ attitudes - continued
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All three independent variables are predictors
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Discussion
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Perceived system satisfaction is a crucial factor to influence instructors’
perceived self-efficacy and perceived usefulness toward e-learning
Multimedia instruction is a critical predictor for instructors’ perceived
enjoyment
When understanding instructors’ behavioral intention to use e-learning
environments, perceived usefulness is the greatest contributor, and
then perceived self-efficacy
learners’ attitudes toward e-learning as an efficient learning tool can be
predicted positively by three factors (e-learning as a self-paced learning
environment, e-learning as a form of multimedia instruction, and elearning as an instructor-led learning environment)
When building an e-learning environment, these three factors should
be taken into consideration in order to create an efficient learning
environment
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Conclusion
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(1/2)
The present study helps us understand instructor
intentions and learner attitudes toward e-learning
User perceptions toward e-learning could include
affective, cognitive, behavioral, and social
components
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Attention to these four aspects would serve as an ideal
beginning to further our comprehension of the role of
attitude factors when using learning technologies
From the results of social perspectives, instructors’
leadership or assistance is a critical factor to affect
learners’ attitudes
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Conclusion
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(2/2)
Based on the results of investigating instructors’ and
learners’ attitudes, four guidelines should be considered
when facilitating e-learning
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Vivid multimedia learning instruction
Highly autonomous learning environments
Enhancing instructors’ and learners’ asynchronous or synchronous
communications
Improving learning effectiveness
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