The relationship between web enjoyment and student perceptions and learning using a web‐based tutorial

Web enjoyment has been regarded as a component of system experience. However, there has been little targeted research considering the role of web enjoyment alone in student learning using web‐based systems. To address this gap, this study aims to examine the influence of web enjoyment on learning performance and perceptions by controlling system experience as a variable in the study. 74 students participated in the study, using a web‐based tutorial covering subject matter in the area of ‘Computation and algorithms’. Their learning performance was assessed with a pre‐test and a post‐test and their learning perceptions were evaluated with a questionnaire. The results indicated that there are positive relationships between the levels of web enjoyment and perceived usefulness and non‐linear navigation for users with similar, significant levels of system experience. The implications of these findings in relation to web‐based learning are explored and ways in which the needs of students who report different levels of web enjoyment might be met are discussed.     

Outcomes of a curriculum‐based anti‐bullying intervention program on students' attitudes and behavior

The aim of this paper was to examine the short‐term and long‐term effects of a curriculum‐based anti‐bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and was implemented by trained teachers within the classroom context. The sample consisted of 454 pupils drawn from fourth to sixth grade classrooms of 10 primary schools in central Greece. A quasi‐experimental pre‐test/post‐test design was used. The findings indicate positive short‐term program outcomes concerning students' attitudes towards bullies and victims, perceived efficacy of intervening in bully–victim incidents and actual rates of intervening behavior. However, the magnitude of the program effects was quite small, since the positive short‐term outcomes were not sustained in the long‐term (post‐test two measures). The results of the study also indicated clear time effects for attitudes towards bullies and victims, self‐efficacy of intervening and intention, as well as actual intervening behavior. The results are discussed in terms of their implications for anti‐bullying interventions.     

The influence of wait‐time on classroom learning

This study describes a lesson in which students engaged in inquiry in evolutionary biology in order to develop a better understanding of the concepts and reasoning skills necessary to support knowledge claims about changes in the genetic structure of populations, also known as microevolution. This paper describes how a software simulation called EVOLVE can be used to foster discussions about the conceptual knowledge used by advanced secondary or introductory college students when investigating the effects of natural selection on hypothetical populations over time. An experienced professor's use and rationale of a problem-based lesson using the simulation is examined. Examples of student misconceptions and naïve (incomplete) conceptions are described and an analysis of the procedural knowledge for experimenting with the computer model is provided. The results of this case study provide a model of how EVOLVE can be used to engage students in a complex problem-solving experience that encourages student meta-cognitive reflection about their understanding of evolution at the population level. Implications for teaching are provided and ways to improve student learning and problem solving in population genetics are suggested.     

The influence of first‐year chemistry students’ learning experiences on their educational choices 1

The research reported here examined factors that influence student tertiary level chemistry enrolment choices. Students enrolled in a first‐year chemistry class were surveyed, using the Chemistry Attitudes and Experiences Questionnaire (CAEQ), three times throughout their academic year: at the start of the year (n=126), the end of the first semester (n=109), and the end of the second semester (n=84). Additionally, 19 students were interviewed using a semistructured interview protocol at the same stages throughout the year. A number of influences on student enrolment intentions are posited based on a modified version of Ajzen’s Theory of Planned Behaviour: learning experiences, attitude‐toward‐chemistry and chemistry self‐efficacy. The extent to which the students believe they had control over enrolling in chemistry and normative beliefs about enrolling in chemistry, also were investigated. Influential factors include chemistry self‐efficacy (both positive and negative), prior secondary school experiences and the fact that chemistry is compulsory for some programs. Normative beliefs exert indirect effect with students having associates in a science related field more likely to enrol in second‐year chemistry.     

The influence of computer technology learning program on attitudes toward computers and self‐esteem among Arab Dropout Youth

This study examined the attitudes of Arab dropout youth toward the use of computer technology and the influence of this use on their self‐esteem. Previous studies of attitudes toward e‐learning in populations of lower socioeconomic levels found that the tendency to reject this type of learning grew when the developmental level of the student's environment and access to computers was lower. Studies have also shown a significant relationship between owning a computer or using one and having positive attitudes toward using it. Therefore, the main assumptions were that exposure to computer technology would change the attitudes of dropout adolescents toward computers to positive ones. Additionally, it would enhance their self‐esteem, making it higher than that of their peers who had no e‐learning experience. The results supported the assumptions in most of the attitude factors and in the self‐esteem questionnaire. Findings indicate the possibilities inherent in providing computer studies to dropout adolescents. Such studies act to change their attitude toward the computer, and to enhance their self‐esteem.L'influence d'un programme d'enseignement ayant recours à la technologie de l'ordinateur ou les attitudes envers les ordinateurs et l'estime de soi parmi les jeunes Arabes ayant abandonnè leurs ètudes. Des études précédentes d'attitudes envers le e-learning dans des populations de bas niveau socio-économique ont montré que la tendance à rejeter ce type de formation augmentait lorsque le niveau de d´eveloppement de l'environnement de l'élève et d'accès à l'ordinateur était bas. Des études ont aussi montré un rapport significatif entre la possession d'un ordinateur ou l'utilisation d'un ordinateur et des attitudes positives envers son utilisation. C'est pourquoi les hypothéses principales étaient que l'exposition à la technologie de l'ordinateur changerait de façon positive les attitudes des élèves ayant abandonné leurs études. De plus cela favoriserait l'estime de soi, plus forte que celle de leurs camarades qui n'avaient pas l'expérience du e-learning. Les résultats ont confirmé les hypothèses selon le questionnaire sur ces attitudes et d'estime de soi. Ils indiquent les possibilités offertes par la fourniture d'ordinateur à ces élèves ayant abandonné leurs études. De telles études agissent pour changer leurs attitudes envers l'ordinateur et l'accroitre.Der Einfluß von Computertechnik Lernprogrammen auf die Einstellungen zu Computern und das Selbstbewußtsein bei arabischer Aussteigerjugend. Diese Studie prüfte die Einstellungen arabischer Aussteigerjugend zum Gebrauch von Computertechnik und den Einfluß dieser Nutzung auf ihr Selbstbewußtsein. Vorangegangene Studien über Einstellungen zu e-Lernen bei Bevölkerungsgruppen niedriger sozio-ökonomischer Schichten hatten ergeben, dass die Tendenz, diese Art zu lernen zurückzuweisen wuchs, je niedriger das Entwicklungsniveau der Umgebung und die Zugangsmöglichkeiten zu Computern waren. Studien haben auch eine signifikante Beziehung zwischen dem Besitz eines Computers (oder einen zu verwenden) und einer positiven Einstellungen zu seiner Nutzung aufgezeigt. Deshalb waren die Hauptannahmen, dass eine öffnung zu Computertechnik die Einstellungen von Aussteigerjugendlichen zu Computern positiv beeinflussen w¨urde. Außerdem würde es ihr Selbstbewußtsein verbessern und es höher als das ihrer Peers machen, die keine e-Learning Erfahrungen hatten. Die Ergebnisse stützten die Annahmen zu den meisten Einstellungsfaktoren und zum Selbstbewußtsein. Die Befunde weisen auf die Möglichkeiten hin, die in der Einbeziehung von Aussteigerjugendlichen in Computerstudien liegen. Solche Studien verändern ihre Einstellung zum Computer und erhöhen ihr Selbstbewußtsein.     

Effectiveness of case-based learning instruction on pre-service teachers’ chemistry motivation and attitudes toward chemistry

Background: The development of primary pre-service teachers’ chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students’ ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result, students were active in the learning process.

Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.

Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.

Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.

Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.

Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry.     

University students' self‐efficacy and their attitudes toward the Internet: the role of students' perceptions of the Internet

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.     

Community‐ and hospital‐based early intervention team members' attitudes and perceptions of teamwork

Sixty early intervention team members (30 community‐based and 30 hospital‐based) were surveyed regarding their attitudes and perceptions of teamwork. Respondents were recruited using a purposive non‐probability sampling technique and completed a packet of questionnaires consisting of a detailed demographic survey, Attitudes About Teamwork Survey, Team Performance Screening Scale, and Team Process Perception Survey. Although both community‐ and hospital‐based team members had a relatively high regard for the team process and a relatively positive view of the performance of the teams on which they served, community‐based team members had an overall higher regard for teamwork than hospital‐based team members. Community‐based team members also were more likely than hospital‐based team members to provide higher ratings on a number of key variables including support for child/family involvement as team members, the development of goals within the team meetings, and ability to work within a team environment. In comparison, hospital‐based team members rated both the internal support of the team and the extent to which they value their own efforts that contribute to the team higher than community‐based team members. Respondent themes associated with benefits (discipline collaboration), limitations (time), supports (collaboration), and recommendations (time management, communication) regarding the team process are provided.     

The acquisition of integrated science process skills in a web‐based learning environment

Web‐based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web‐based learning environment among grade 5 children. Data were gathered primarily from children’s conversations and teacher–student conversations. Analysis of the data revealed that the children acquired the skill in three phases: from the phase of recognition to the phase of familiarization and finally to the phase of automation. Nevertheless, the acquisition of the skill only involved the acquisition of certain subskills of the skill of controlling variables. This progression could be influenced by the web‐based instructional material that provided declarative knowledge, concrete visualization and opportunities for practise.     

The study of literature and culture in a web‐based environment

The rationale behind the project is based on the belief that the study of a work of literature can effectively open a window of opportunity for pupils to study other countries’ cultures and identities as well as contribute to pupils’ own identity construction and to the understanding of the identity of others. Information and communication technologies serve as an educational catalyst for collaborative learning which transcends national boundaries and presents pupils with the opportunity to study cultural and identity similarities and differences, to strengthen their national identities and, at the same time, to appreciate the characteristics of other identities and cultures.

L’étude de la Littérature et de la Culture dans un environnement fondé sur la Toile

L’idée qui sous‐tend ce projet repose sur le fait que l’on croit que l’étude d’une ?uvre littéraire peut effectivement constituer une fenêtre pour les élèves, l’occasion d’étudier les cultures et les identités d’autres pays tout en contribuant à la construction de la propre identité de ces élèves et à la compréhension de l’identité des autres. Les TIC servent de catalyseur éducatif pour faciliter l’apprentissage collaboratif qui transcende les frontières nationales et offre aux élèves l’occasion d’étudier les ressemblances et les différences de cultures et d’identités, de renforcer leurs identités nationales et en même temps d’apprécier les caractéristiques d’autres identités et cultures.

Das Studium von Literatur und Kultur in einer Web‐basierten Umgebung

Die logische Grundlage dieses Projekts ist die Überzeugung, dass ein Studium im Bereich von Literatur wirksam sowohl ein Fenster zum Einblick in andere Kulturen und Identitäten öffnen kann, als auch zum eigenen Identitätsaufbau der Schüler und zum Verständnis der Identität anderer beitragen kann. ICT dient damit als Bildungskatalysator für kooperatives Lernen, damit die nationalen Grenzen überwunden werden können und bietet den Schülern die Gelegenheit, kulturelle‐ und Identitätsähnlichkeiten und Unterschiede zu erkennen, um ihre nationalen Identitäten zu stärken und gleichzeitig die Merkmale anderer Identitäten und Kulturen kennen und schätzen zu lernen.     

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.     

The evaluation of a school‐based chemistry method course

The My Class Inventory and two creativity measures ‐ one figural and one verbal ‐ were administered to a sample of 350 students selected from the Grade 6 population of elementary schools in the three Caribbean territories, namely Barbados, Grenada and St Vincent. Analyses pointed to Barbadian schools as having a more favourable classroom learning environment for creative production than the other two territories. The level of creativity demonstrated by Barbadian students was also significantly higher than that of their counterparts in Grenada and St Vincent.     

The interface between arts practice and research: attitudes and perceptions of Australian artist‐academics

Whilst an academic working in the arts may have been appointed as a consequence of artistic accomplishment and a capacity to teach, the research that underpins such work is an intrinsic part of its production and also needs to be recognised. In Australia, the ability of the artist‐academic to translate research into a form that is respected and rewarded is an issue of contention. This paper gathers responses to this issue. Perceptions of and attitudes to creative work as research are canvassed alongside life decisions arising from those perceptions and attitudes. This research occurs in the context of a new Australian framework for the evaluation of research. This framework offers some recognition of the research that supports creative practice. Thus, the long‐standing experience of compromise reported by the Australian artist‐academics interviewed for this study are discussed alongside new policies that seek to construct methodologies for its amelioration.     

Measures of self‐reported reading resources,attitudes and activities based on latent variable modeling

In the IEA PIRLS International Report, a number of indices of reading‐related constructs were introduced for the purpose of explaining the variation in reading achievement. These indices, however, raise issues of reliability and validity, due to the way in which they are derived and due to the quality of the data. Targeting these issues, the current study investigates the measurement properties of some of these reading‐related factors by a multivariate latent variable modeling approach. The data is drawn from the PIRLS questionnaires of the fourth graders in six countries. On the basis of a series of confirmatory factor analytic models individual factor scores of these constructs are estimated. The results indicate that the most significant advantage of the suggested approach is that it makes efficient use of the available data to estimate factor scores with higher reliability and validity than the observed index scores.     

The influence of a gesture-based learning approach on preschoolers’ learning performance,motor skills,and motion behaviors

This study developed a gesture-based learning approach to build a virtual interactive learning environment for preschoolers by combining a gesture-based computing device and a game-based learning model. Using sequential analysis, this study investigated how this approach influenced children’s learning performance, motor skills, and motion behaviors. A quasi-experiment was conducted with 142 kindergarten-level-3 preschoolers. The results showed that the gesture-based learning approach improved the students’ learning performance and motor skills compared with the traditional activity-based learning approach. The main learning pattern showed that the preschoolers controlled their body motion behaviors and movements to learning cognitive knowledge, which achieving a flow state that improved preschoolers’ learning performance and motor skills. In addition, the main motion pattern showed that the preschoolers interacted with the game by coordinating their body movement with the projected human skeleton’s movement, which improved their motor skills.     

Achievements and attitudes of tenth‐grade students learning by individual learning methods

Learning achievements and attitudes towards individualized learning in biology of tenth‐grade students in Israel were studied. For this purpose the subject concerned with the blood system was developed in terms of eleven self‐learning subject modules for individualized learning. Of the 557 students who participated in the study, 340 students used the individualized method whilst 214 students learned the same subject by the standard traditional method. The results indicate better achievement by students learning individually, especially average and fast students, and also girls. In the light of the results it is recommended that the individualized method be used especially in heterogeneous classes where the teacher would be free to help the slow students while average and fast students could learn without teacher assistance.     

International perspectives on student awareness,experiences and perceptions of research: implications for academic developers in implementing research‐based teaching and learning

This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi‐institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final‐year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution.

Cet article explore les implications, pour le développement pédagogique, de l’intégration effective de la recherche, de l’enseignement et de l’apprentissage à l’aide de la lentille d’une comparaison internationale multi institutionnelle des perceptions étudiantes à l’égard de la recherche et de leur impact sur l’environnement d’apprentissage. L’étude, reposant sur un échantillon de plus de 500 étudiants en dernière année de 1^er cycle, provenant de trois institutions au Royaume‐Uni et au Canada, représente un spectre d’universités centrées sur l’enseignement ou sur la recherche. L’étude constitue une des recherches les plus importantes au sujet des perceptions étudiantes à l’égard de la recherche dans la littérature portant sur le lien entre l’enseignement et la recherche. Les résultats indiquent une relation complexe entre les perceptions et les expériences des étudiants, et le type d’institution, de même qu’avec les contextes individuel, institutionnel et national. Les résultats contribuent aussi à la discussion de questions particulières auxquelles les conseillers pédagogiques font face ainsi que les stratégies que ceux‐ci utilisent en vue d’améliorer l’intégration de la recherche et de l’enseignement de façon à en faire bénéficier l’expérience d’apprentissage au 1^er cycle au sein de leur institution.     

Multilevel analysis of primary students' perception and deployment of self‐learning strategies

This study focuses on primary students' self‐learning strategies, using a sample of 1253 students from 20 Year 3 and 20 Year 5 classes from 10 primary schools in Hong Kong. Students were asked to name sources from which they could learn. They were then asked to rate 10 self‐learning strategies on perceived usefulness and personal deployment. Students named an average of 2.5 learning sources, with print exposure (reading) being the most commonly nominated source. Multilevel analysis revealed substantial differences (27% of attributable variance) between classes on student ability to name learning sources. In general, the students indicated that all 10 suggested learning strategies were useful. The two most commonly deployed strategies were help‐seeking and locating a quiet study environment. Gender differences were not found on naming learning resources, but girls indicated relatively higher levels of strategy awareness and deployment.     

The effects of an online professional development course on teachers’ perceptions,attitudes, self-efficacy,and behavioral intentions regarding digital game-based learning

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.