Same same but different: Learning with technology – are first-year college students prepared for this?

IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Birgit Schmitz, Steffan Eisenmann
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引用次数: 0

Abstract

March 2020 changed the world of learning. Ever since, students have been relying on remote lecturers, virtual fellow students, and electronic learning material. For many, this greatly differs from how they used to learn before and even though technology is incremental to students’ everyday life, many are not familiar with using technology for their learning. The purpose of this study was to investigate if first-year college students are prepared for learning with technology and to empirically document possible gaps. To assess this, two successive first year cohorts completed a 32-items questionnaire that was based on standardized scales to assess time management, collaboration, and self-directedness, as the three core competencies for higher education learners to successfully engage in learning with technology. The answers were related to students’ prior experiences and their motivation to learn online. First results indicated that time management is a major challenge for first-year students with and without work experience. Results also suggest that the motivation to learn has a positive relationship with the concept variables chosen to assess first-year students’ expectation and readiness for online learning. The findings may support the need for higher education institutions to understand students’ expectations and self-assessed readiness and to identify areas for improvement.
相同但不同:用技术学习——大一学生准备好了吗?
2020年3月改变了学习的世界。从那以后,学生们一直依赖远程讲师、虚拟同学和电子学习材料。对许多人来说,这与他们以前的学习方式大不相同,尽管技术在学生的日常生活中是渐进的,但许多人并不熟悉使用技术进行学习。这项研究的目的是调查一年级大学生是否准备好用技术学习,并根据经验记录可能的差距。为了评估这一点,连续两个一年级的研究组完成了一份32项问卷,该问卷基于标准化量表,以评估时间管理、协作和自我指导,这是高等教育学习者成功参与技术学习的三大核心能力。答案与学生以前的经历和他们在网上学习的动机有关。第一个结果表明,时间管理是有工作经验和没有工作经验的一年级学生面临的主要挑战。研究结果还表明,学习动机与选择概念变量来评估一年级学生对在线学习的期望和准备程度呈正相关。研究结果可能支持高等教育机构了解学生的期望和自我评估的准备情况,并确定需要改进的领域。
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来源期刊
Journal of University Teaching and Learning Practice
Journal of University Teaching and Learning Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.60
自引率
18.80%
发文量
11
期刊介绍: The Journal of University Teaching and Learning Practice aims to add significantly to the body of knowledge describing effective and innovative teaching and learning practice in higher education.The Journal is a forum for educational practitioners across a wide range of disciplines. Its purpose is to facilitate the communication of teaching and learning outcomes in a scholarly way, bridging the gap between journals covering purely academic research and articles and opinions published without peer review.
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