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Students' Interpretations and Activity in New Learning Environments
PROCEEDINGS

, University of Turku, Educational Technology Unit, Finland ; , University of Turku, Department of Psychology, Finland

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

We evaluated if the theory of planned behavior explains students' (N=42) activity in a web-based learning environment. Two of the considerations of the theory, attitude toward the behavior and perceived behavioral control (computer self-efficacy), were evaluated. The scope was also widened to students' approaches to learning and anxiety in computer using situations as well as their interpretations of the environment. Attitude toward the behavior, efficacy beliefs, approaches to learning and anxiety did not predict the activity in the learning environment. This is promising, as this suggests that people can take advantage of such environments regardless of their earlier experiences with computers. However, participants interpreted the learning environment more negatively after the course, which may make them less eager to participate similar courses in the future. Additionally, participants' anxiety and approaches to learning affect some of their expectations and experiences.

Citation

Vuorela, M. & Nummenmaa, L. (2003). Students' Interpretations and Activity in New Learning Environments. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2247-2250). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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