Students' Interpretations and Activity in New Learning Environments
Minna Vuorela, University of Turku, Educational Technology Unit, Finland ; Lauri Nummenmaa, 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
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.
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).
© 2003 Association for the Advancement of Computing in Education (AACE)