Beyond identifying privacy issues in e-learning settings – Implications for instructional designers

Chou, Hui-Lien; Chen, Chao-Hsiu

doi:10.1016/j.compedu.2016.10.002

Cited by 22 publications

(12 citation statements)

References 35 publications

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“…Today, e-learning systems are increasingly used at all levels of education and have several benefits (e.g., Concannon, Flynn & Campbell, 2005;Liaw et al, 2007;Zhang & Nunamaker, 2003) including time and location flexibility, cost and time savings, self-paced learning, collaborative learning environments, better access to the instructors, and unlimited use of learning materials (Zhang & Nunamaker, 2003). Several studies in the literature revealed these effects of e-learning (e.g., Cakiroglu, 2014;Chou & Chen, 2016;Fryer, Bovee & Nakao, 2014;Lee, 2010;Liaw et al, 2007;Ong & Lai, 2006;Ozkan & Koseler, 2009;Selim, 2007). However, e-learning satisfaction depends on well-planned interaction mechanisms since interaction is important for both instructors and students.…”

Section: E-learningmentioning

confidence: 99%

Digital Literacy Skills and Attitudes towards E-Learning

Hamutoğlu¹,

Savaşçı²,

Sezen-Gultekin³

2019

Journal of Education and Future

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This study aimed to investigate the attitudes towards e-learning and digital literacy skills of prospective teachers (N = 47) enrolled in the Department of Computer Education and Instructional Technology at a state university in Turkey. The study also investigated whether these variables vary in terms of gender and prior e-learning experience as well as the potential relationship between their attitudes and their digital literacy skills. Adopting a quasi-experimental pre-posttest design with an experimental group, this study sought to discover the effects of a fiveweek treatment on prospective teachers' digital literacy skills and attitudes toward e-learning. The data for the study came from two data collection tools namely, Attitudes towards E-learning Scale (Haznedar & Baran, 2012) and Digital Literacy Scale (Ng, 2012). Findings indicated the effectiveness of the treatment on the participants' attitudes towards e-learning platforms. Furthermore, the findings of the regression tests demonstrated that tendency is one of the most significant predictors of digital literacy skills.

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Section: E-learningmentioning

confidence: 99%

Digital Literacy Skills and Attitudes towards E-Learning

Hamutoğlu¹,

Savaşçı²,

Sezen-Gultekin³

2019

Journal of Education and Future

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“…The modified model is displayed in Figure 4. It was claimed in prior research that learning experience in ICT use should be optimized without intruding on learners' privacy [69][70][71], so we hypothesized that privacy perception had an impact on learning experience. Feedback was initially hypothesized to have associations with overall satisfaction and perceived enjoyment, but the two factors were removed, as they had high correlations with perceived ease of use, and it was found that emotional feedback had a significant influence on perceived ease of use when the use intention for computer-based assessment was studied [72], so we expected that feedback had an impact on perceived ease of use.…”

Section: Structural Modelmentioning

confidence: 99%

Modeling Dyslexic Students’ Motivation for Enhanced Learning in E-learning Systems

Wang

Chen

Solheim

2020

ACM Trans. Interact. Intell. Syst.

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E-Learning systems can support real-time monitoring of learners' learning desires and effects, thus offering opportunities for enhanced personalized learning. Recognition of the determinants of dyslexic users' motivation to use e-learning systems is important to help developers improve the design of e-learning systems and educators direct their efforts to relevant factors to enhance dyslexic students' motivation. Existing research has rarely attempted to model dyslexic users' motivation in e-learning context from a comprehensive perspective. The present work has conceived a hybrid approach, namely, combining the strengths of qualitative and quantitative analysis methods, to motivation modeling. It examines a variety of factors that affect dyslexic students' motivation to engage in e-learning systems from psychological, behavioral, and technical perspectives, and establishes their interrelationships. Specifically, the study collects data from a multi-item Likert-style questionnaire to measure relevant factors for conceptual motivation modeling. It then applies both covariance-based (CB-SEM) and variance-based structural equation modeling (PLS-SEM) approaches to determine the quantitative mapping between dyslexic students' continued use intention and motivational factors, followed by discussions about theoretical findings and design instructions according to our motivation model. Our research has led to a novel motivation model with new constructs of Learning Experience, Reading Experience, Perceived Control, and Perceived Privacy. From both the CB-SEM and PLS-SEM analyses, results on the total effects have indicated consistently that Visual Attractiveness, Reading Experience, and Feedback have the strongest effects on continued use intention.

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“…Popov put the following principles (Partyka T., 2007): universality, integration, the integrity of the scientific picture of the world, fundamental nature, professionalism, variability. (Chou H. et al, 2016).…”

Section: Components Of Information Security Training In Secondary Schoolsmentioning

confidence: 99%

Information Security Education System in Secondary School and Assessment of the Level of Anxiety of Schoolchildren

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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The analysis of the results of scientific research has revealed the necessity to track the level of anxiety of a student while studying aspects of information security in a particular subject area. And in accordance with the results, it was necessary to justify the choice of methods for management and content of information security training in order to minimize the negative impact on the psychological state of a child of middle school age. The purpose of the research is to determine the impact of educational elements from a specific subject area related to information security guaranteeing on the level of anxiety of secondary schools students. The authors identified the need to assess the level of anxiety of students while studying aspects of information security in a particular subject area and proposed tools for tracking the level of anxiety. In the middle school, during the formation of a comprehensive idea of professional activities in the field of information security, especially at the pre-profile stage, an approach that forms the basis for the formation of the content of information security training is substantiated. It combines the knowledge from a wide range of different sciences for teaching secondary school students. The study shows that the level of situational anxiety of secondary school students while studying aspects of information security in a particular subject area can increase due to the natural reaction of the body, adapting to new potential threats for it. It was experimentally established that the level of personal anxiety as a result of assimilation of new knowledge about information security did not change both before studying the educational elements of information security in a particular subject area, and after studying them.

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Beyond identifying privacy issues in e-learning settings – Implications for instructional designers

Cited by 22 publications

References 35 publications

Digital Literacy Skills and Attitudes towards E-Learning

Digital Literacy Skills and Attitudes towards E-Learning

Modeling Dyslexic Students’ Motivation for Enhanced Learning in E-learning Systems

Information Security Education System in Secondary School and Assessment of the Level of Anxiety of Schoolchildren

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