Influencing University Students' Achievement and Motivation in a Technology Course

Abstract

The authors investigated the interactive and differential effects of professors' instructional methods and university students'conceptual levels on students' achievement and motivation in a course designed to teach computer technologies. As predicted, matching high-conceptual-level persons with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students' achievement and motivation in the classroom. In addition, an unpredicted main effect for type of instruction was discovered with respect to motivation-regardless of conceptual level, students exposed to student-centered instruction demonstrated greater motivation than did students exposed to teacher-centered instruction. These findings have ramifications for the design and implementation of computer technology courses and deserve further research.     

Teachers' beliefs and integration of information and communications technology in Italian schools

Abstract

The goal of the present study was to examine teaching styles with information and communications technology (ICT); in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation     

Examination of the Relationship of Community College Opticianry Student Outcomes with Instructional Delivery Methods and Student Age

ABSTRACT

The purpose of this study was to determine whether student outcomes are a function of participation in different modes of delivery and student age in an Opticianry program at the community college level. The three instructional delivery methods were traditional face-to-face instruction, online delivery, and a hybrid format where students take theory courses online and attend face-to-face laboratories on campus. Student age when entering the Opticianry program was classified in three categories: Young Adults (18–24), Middle Age (25–33), and Older Adults (34 & >). A nonexperimental explanatory research design relying on survey data collection strategies were used in the study. Data collection was conducted using an online survey. A two-way analysis of variance (ANOVA) was used to analyze the relationship between independent variables (delivery method and age) and a dependent variable (GPA [grade point average], national certification score, workplace preparation score, and quality of instruction score). A total of 112 graduates completed the survey, representing a response rate of 39%. The results indicated no significant differences in student outcomes, suggesting that students in the Opticianry program should achieve similar outcomes whether they complete the program online, on campus, or in a hybrid format. The results of the study provide support for the idea that it is possible to provide equivalent technician preparation using a variety of instructional delivery methods.     

The Impact of Quality Matters Professional Development on Teaching across Delivery Formats

ABSTRACT

This study explored the impact of professional development workshops for online course design on faculty’s pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A mixed-methods analysis of survey data collected from 2,148 participants in QM workshops over a three-year period (2012–2015) demonstrated that, across all three teaching modes, participants revised learning objectives, improved course alignment, and paid greater attention to communication with students. Additional benefits from participating in QM training related to specific modalities. Common online and blended impacts included changes in assessment practices as well as in modifying course materials to be more compliant with accessibility standards. In f2f settings, frequent changes involved redesigning learning activities to increase learner-learner interaction.     

Teacher interests,mastery goals,and self-efficacy as predictors of instructional practices and student motivation

This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher–class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation.     

Effects of Using an Instructional Game on Motivation and Performance

Abstract

Although many educators theorize that instructional games are effective for providing students with motivating practice, research on instructional gaming is inconclusive. The purpose of this study was to determine the effect on motivation and performance of using an instructional game. The effect of using a supplemental reading on motivation and performance was also examined. We randomly assigned 75 undergraduates to one of two treatments after they had attended a lecture on the information-processing model of learning. The subjects in one treatment group used an instructional board game to practice the material presented in the lecture, while those in the other group practiced using a traditional worksheet. Results indicated that using the instructional game significantly affected the four motivational components of attention, relevance, confidence, and satisfaction. The instructional game did not influence performance. The results also suggested that the subjects who reported completion of a supplemental reading had significantly better performance and confidence than did the subjects who reported that they had not completed the reading. Implications for the design of practice are discussed.     

Toward the Experimental Analysis of “Continuing Motivation”

Abstract

Investigation was made of differences in "continuing motivation" between preschool and third grade children. A paradigm for the study of continuing motivation is described and an attempt made at explicating some possible antecedents of this construct. In particular" the effects of various types of reward received for performance were considered. Results suggest that the addition of extrinsic reward to an intrinsically interesting task reduces one's motivation to perform the task. Further" some possible developmental aspects of continuing motivation were suggested. The importance of considering continuing motivation as a critical educational outcome was discussed.     

Identifying costs of instructional technology in higher education

Abstract

The current advocacy for rapidly increasing the use of instructional technologies has not been accompanied by sufficient research on the costs of these modes of instruction. The purpose of this article is to illustrate the need for more comprehensive research on instructional technology costs and to provide a framework for examining these costs. First, to provide context, some current assumptions about the growing use of instructional technology are discussed. Then various categories of costs are described.     

“What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience,and how does it relate to the acquisition of competences?

Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students’ subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The aim of the present study was to shed light on how students’ attitude towards various face-to-face and ICT-supported learning opportunities within a PBL course related to the learning outcomes, namely participants’ competence acquisition. To this end, a sample of n = 46 pre-service teacher students in a blended PBL course on pedagogical diagnostics for business and vocational education answered an online questionnaire. The questions explored the quality of the learning experience in the face-to-face and ICT-supported elements, and the students’ perceived competence acquisition. Data was analyzed with multiple regression analysis. Subjective satisfaction with the learning experience predicted competence acquisition for both face-to-face and ICT-supported course elements, but only if they were interactive in nature. In conclusion, ICT integration in a PBL course is not necessarily a threat but a benefit; however, this is true only when it is used within active and engaging learning opportunities.     

Improving the Motivation and Retention of Online Students Through the Use of ARCS-Based E-Mails

Abstract

This study examined the use of ARCS-based, motivational mass e-mail messages designed to improve the motivation and retention of students enrolled in an online, entry-level, undergraduate computer applications course. Data from the Course Interest Survey, based on Keller's ARCS model, were gathered and analyzed for two online groups (one treatment and one control) and compared with a face-to-face class for differences in attention, relevance, confidence, satisfaction, and overall motivation. Based on the analysis, this article argues that simple, cost-effective, and easy-to-design mass e-mail messages show potential for addressing some of the motivational needs and retention concerns of online students.     

Teacher Attitudes Regarding Barriers to Meaningfully Implementing iPads in a Primary School Setting

The purpose of this study was to examine the barriers to implementing iPads in a primary school setting. The participants in this study included four subject specialist teachers and an ICT coordinator. To gather their views on the use of iPads as instructional tools in the classroom, semi-structured interviews were conducted and teachers' diaries were analyzed. The themes that emerged from the analysis of the teachers' diaries included the positive impact of iPad use in education, the potential disadvantages of iPad use in education, and technical issues. An issue that strongly emerged from the diaries was the need for more training on the features of an iPad and apps along with how to use them appropriately in lessons. It was also revealed that what was initially seen as major barriers to iPad use in lessons could be easily resolved with the presence of the correct knowledge and support.     

Examining technology integration in middle school STEAM units

ABSTRACT

This research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction.     

How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners

The paper reports on a particular strand of the outcomes of the English contribution to an Organisation for Economic Cooperation and Development comparative study, ICT in Initial Teacher Training, which aimed to develop insights into how courses of initial teacher training prepare student teachers to use information and communications technology (ICT) effectively in their teaching. The paper extracts from the broader dataset the views of practitioners who were identified as being particularly ‘expert’ in their use of ICT, on what strategies and interventions are most helpful in developing teachers who are able to use ICT to enhance learning in their subject teaching, and also what it means ‘to be good at ICT’ as a subject teacher. Although some findings confirm research elsewhere on the importance of Technological and Pedagogical Content Knowledge (TPACK) frameworks, other aspects of the study question some of the assumptions which have been made about teacher induction in this field in England, which may have implications for the training of pre-service teachers in other countries.     

Changes in the basic ICT skills of freshmen between 2005 and 2009: Who’s catching up and who’s still behind?

In the last decade, ICT use has expanded enormously in most Western countries. In line with this development, we hypothesised that freshmen at university would not only have mastered more ICT skills, but would also use computers more often than their counterparts of 5 years previously. To compare students’ opinions and behaviour between 2005 and 2009, responses to two online questionnaires (N = 714 in 2005 and N = 1529 in 2009) offered at a large university were compared. The main variables of the Technology Acceptance Model (as well as facilitating factors, study motivation and some contextual variables) were used as predictors to explore the possible changes between 2005 and 2009 in the mastering of 19 ICT skills, and the frequency of the use of computers for six different tasks. The results of the study show that freshmen became more proficient in some ICT skills, while proficiency in other skills did not change or even dropped. Gender is still an important factor to predict ICT skills and the frequency of using computers, but it is shown that for some skills female students have caught up with their male counterparts.     

Making Information and Communications Technology Work

Abstract

This article describes the consequences of using an assessment portfolio as a means of implementing information and communications technology (ICT) in initial teacher education. The study involved a group of 18 mathematics student teachers both during their training year and in their first year of teaching. The results suggest that the aim of motivating them to use ICT in teaching mathematics was achieved, but the students did not value the portfolio per se. It seems that it needs to be made a more formative experience if it is to fulfil its potential.     

Impact of Personality on Choice of Instructional Delivery and Students’ Performance

ABSTRACT

This study was designed to investigate how college students’ personality characteristics relate to their choice of instructional delivery (online or face-to-face) and whether this choice mediates the relationship between personality and academic performance. One hundred eighty-eight undergraduate students were given a choice between taking the same general education course online or face-to-face. Students completed the Big Five Inventory (BFI) upon the conclusion of this course. Using a Bayesian regression course modeling framework, we found that Conscientiousness and Agreeableness were related to the choice of instructional delivery. Students scoring higher on Conscientiousness and lower on Agreeableness tended to choose the online environment. Conscientiousness also was a direct predictor of academic achievement regardless of the course environment. These results suggest that in order to find the best fit between student and the learning environment, it is important to identify personality characteristics indicative of success in online and traditional face-to-face courses to help students to become more efficient learners and assist faculty in designing quality courses to meet students’ needs.     

The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development

ABSTRACT

The purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference.     

A model for preservice teachers’ intentions to use ICT in future lessons†

This study proposes a model for determining preservice teachers’ intentions to use information and communication technology (ICT) in future lessons. Data were collected from 21 preservice teachers via interview in the first stage of the study and from 2904 preservice teachers from 16 different universities via a designed scale in the second stage of the study. Data were analyzed through structural equation modeling. A model capable of explaining 85% of variance in preservice teachers’ intentions to use ICT in their future lessons was developed. Perceived usefulness (PU) was seen to have the highest influence on their intentions, while facilitating conditions, social influence, and anxiety had a low direct effect. In addition, these factors were found to have a high indirect influence on intention through other factors such as PU, perceived ease-of-use, and efficacy.

Abbreviations: ICT: information and communication technology; M: mean; SD: standard deviation; SEM: structural equation modeling     

Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education

ABSTRACT

This article reviews motivation research published in Distance Education since 1980, highlighting the major foci of investigation and reflecting on past findings. A major trend was that past research has focused predominantly on learners’ motivational attributes using sociocognitive models of motivation. We therefore have developed a good understanding of motivating variables such as self-efficacy and their power in engaging learners. However, this can be problematic because sociocognitive research situates motivation within an individualistic paradigm with limited attention given to examining whether learning supports and instructional designs in open and distance learning mediate and motivate learning engagement. Building on the review, this article seeks to shift the research attention from whether learners are motivated to crafting an open and distance learning system that is motivating and engaging by tapping into multiple motivation sources available beyond the confines of an individualistic frame.     

Getting the information and communications technology formula right: access + ability = confident use

Abstract

The author reports on a study investigating the use of information and communications technology (ICT) by academic and nonacademic staff at an independent English secondary school. Three key areas were investigated: access to ICT both in and outside the school, the perceived and desired ICT ability of staff, and the issues preventing increased use of ICT in teaching, learning and administration. Results showed that a major challenge facing the school was not access to ICT resources, but the provision of relevant and supportive training for staff