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Journal Article

Exploring Students use of ICT and Expectations of Learning Methods  pp13-20

Allison Littlejohn, Anoush Margaryan, Gabriele Vojt

© Jan 2010 Volume 8 Issue 1, Editor: Shirley Williams, pp1 - 50

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Abstract

This study investigates changing patterns in students use of electronic tools over a four year period, mapping changes in social communications with expectations in formal learning. The data, collected from 2001 to 2004, reflect the views of 2215 university entrants, the majority of whom were aged between 17 and 20 years across a range of disciplines (Business, Science and Engineering) on their first day at university. Although the data was collected prior to the emergence of the contemporary social technologies, it tests an underlying assertion that students expectations of learning are strongly influenced by their prior experiences. Results show no correlation between the extent of university entrants use of Information and Communications Technologies (ICT) and their expectations of how they will learn. Despite a dramatic increase in students use of ubiquitous technologies over a four‑year period, their expectation of how they might learn at university remained relatively static over the same timeframe.

 

Keywords: ICT use, digital literacy, technology-enhanced learning, e-learning, students expectations of technology use, higher education

 

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Journal Article

Motivational Gaps and Perceptual Bias of Initial Motivation Additional Indicators of Quality for e‑Learning Courses  pp3-16

Rosário Cação

© Apr 2017 Volume 15 Issue 1, Editor: Robert Ramberg, pp1 - 103

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Abstract

We describe a study on the motivation of trainees in e‑learning‑based professional training and on the effect of their motivation upon the perceptions they build about the quality of the courses. We propose the concepts of perceived motivational gap and real motivational gap as indicators of e‑learning quality, which reflect changes in both perceived and real students' motivation. These indicators help evaluate the changes in the trainees' motivation, as well as the bias that occurs in the perceptions about initial motivation. In the sample analyzed, the real motivational gap was more negative when the perceived motivational gap was negative and not so positive when the perceived motivational gap was positive. We found that there is a perceptual bias on initial motivation when the perceived motivational gap is not null. This means that, for the sample analyzed, the trainees may have “adjusted” their perception regarding the initial motivation as a function of their final motivation, bringing it closer to the latter and supporting their final status. We also show that these gaps help explain how the trainees' perception of quality is affected: the gaps were minimized at higher levels of perceptions of quality and when they were positive, the perception of quality was higher than average. The two proposed conceptual gaps are useful to measure quality in e‑learning and implement specific actions to improve it. The results of our study are useful as they create insights on perceptions of quality in an indirect way, i.e., without asking the trainees to think about what they believe quality is, so that they can quantify it. They also enable training companies to create additional and complementary indicators of quality of e‑learning courses that can help explain changes in perceptions of quality.

 

Keywords: attitudes, courses, expectations, e-learning, gaps, motivational gap, motivation, motivation to learn, perception bias, quality, quality indicators, quality of e-learning, satisfaction, service, training management, training motivation

 

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Journal Issue

Volume 8 Issue 1 / Jan 2010  pp1‑50

Editor: Shirley Williams

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Editorial

As we enter 2010 it is interesting to reflect how learning has changed over the past decade. Technology has changed considerably over this time period, as have learners’ expectations. In the last 10 years we have gone from internet access as a luxury to many seeing it as a necessity. In this climate it is interesting to look at the data collected by Littlejohn and her colleagues, and to speculate what will happen in the next 10 years, and whether there will be more similarities or differences across the disciplines represented in the papers that form this edition. Shirley Williams Reading January 2010

 

Keywords: assessment for learning, blended learning, collaborative learning, digital literacy, engineering education, English for Academic Purposes (EAP), e-portfolio, , higher education , interdisciplinary collaboration, learning design, learning objects., online assessment, online faculty, online learning, pedagogy, reusability, students’ expectations of technology use, study skills, teacher education, technology-enhanced learning, TPCK, transfer of assessment practices, Virtual Learning Environment (VLE), Web 2.0,

 

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Journal Issue

Volume 15 Issue 1 / Apr 2017  pp1‑103

Editor: Robert Ramberg

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Keywords: academic staff, attitudes, clinical education, communication, communities, competencies, courses, critical theory, decision-making, Distance learning, e-learning, e-learning projects, e-learning research, E-Learning team, ethical issues, ethnography, expectations, formative e-assessment, Foucault, gaps, health promotion, learning analytics, major project issues, mathematics, Mobile eye tracking methods, motivation, motivation to learn, motivational gap, new model, online distance learning, pedagogy, perception bias, power, pre-course, qualitative research, quality, quality indicators, quality of e-learning, research methodology, satisfaction, service, socio-cultural contexts, staff development, STEM, technology, theory development, training management, training motivation, visitor studies, visual ethnography

 

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