On campus, but out of class: an investigation into students’ experiences of learning technologies in their self-directed study

Deepwell, Frances; Malik, Samina

doi:10.3402/rlt.v16i1.10881

Cited by 29 publications

(18 citation statements)

References 6 publications

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“…Instructors' skills and motivation are decisive factors and, as Nichols (2008) points out, even where institutional culture, structure and systems are lacking, the initiative will fall on enthusiasts. Moreover, as Deepwell and Malik (2008) found out, students seem to rely strongly on their instructors' support, including guidance and feedback, and the students in our sample do turn to faculty for help.…”

Section: Discussionmentioning

confidence: 55%

Students' perceptions of Blackboard and Moodle in a Portuguese university

Carvalho

Areal

Silva

2011

Brit J Educational Tech

100

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The use of learning management systems (LMS) has grown considerably in universities around the world. The University of Minho (UM) has pioneered in this area in Portugal, adopting Blackboard as its official LMS. Moodle is also used in UM in scattered initiatives, allowing for interesting comparisons. Previous studies comparing Blackboard and Moodle have been confined to limited samples and focused on students' perceptions only. In this paper, we also try to relate those perceptions to the impact of the LMSs on student level of engagement. We assess the extent and depth of use of the two LMSs, presenting the results of a study of students' perceptions and experience with both Blackboard and Moodle. Unlike previous studies, more students (46.5%) stated a preference for Blackboard over Moodle, while 34.7% preferred Moodle, and nearly 20% had no preference. Factors that might explain these results are explored in some detail. By and large, a basic utilisation is made of both platforms, as little more than electronic document repositories, in what Francis and Raftery, in 2005, designate as a Mode 1 level of engagement. We could, however, detect some instances of a more sophisticated Mode 2 utilisation, particularly with Moodle, underlining the role of faculty in integrating a sophisticated use of LMSs when designing their courses.

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Section: Discussionmentioning

confidence: 55%

Students' perceptions of Blackboard and Moodle in a Portuguese university

Carvalho

Areal

Silva

2011

Brit J Educational Tech

100

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“…For students to further adopt digital technologies that favour their own learning, they need information about how to use them, even when their degree of digital competence is high (Deepwell & Malik, 2008). As set forth by Lai et al (2012), support, advice and motivation from teachers becomes crucial.…”

Section: Resultsmentioning

confidence: 99%

University students’ self-regulated learning using digital technologies

Domínguez

García

2017

Int J Educ Technol High Educ

113

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Analysing the process by which students-whether at university or not-manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the "Survey of Self-regulated Learning with Technology at the University" was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain) was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated selfregulated levels.

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“…For instance, Kopcha (2012), Ertmer et al (2012), Ottenbreit-Leftwich et al (2010) and many others showed the importance role of teachers" inside the classroom in supporting the use of technology and how their behavior can facilitate and support students use of technology as they will be more familiar and capable of using technology. Moreover, Deepwell and Malik (2008) as well as Lai (2015) reported that teachers recommendation and guidance on how to use the resources affects their students' self-directed use of technology while increasing their perceived usefulness of such resources and improving their know-how and experiences of technologies in and out of classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…This means that students" believe that such EC course improved their knowledge, experience and interest while expanding their EC resources and chances to use EC technologies inside and outside the classroom. A number of researchers have revealed the importance of both teachers encouragement and students' confidence and in their study on students" perceived usefulness for using learning such technologies inside and outside the classroom (Deepwell and Malik, 2008;Yousafzai et al, 2007). Ertmer et al (2012), Lai (2015), Katyal and Evers (2004) and many others suggested a positive effect for affection support and computer self-efficacy on technology use and adoption by building up perceived usefulness.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, although learning using Web 2.0 technologies have dramatically broaden the classroom environment allowing more learners" participation and increasing creative behavior while transforming education research and practice (Greenhow et al, 2009) and creating greater autonomy in students' learning, teachers' leadership and guidance still have an important impact on students' engagement and learning experience in and outside the classroom (Katyal and Evers, 2004). Deepwell and Malik (2008) investigated how students utilize learning technology for self-directed learning, where they examined; student expectations of the technology, lecturers" engagement and technology support of education process and revealed that academic guidance, effective technology use, and lecturer role are significant factors for students" self-directed learning in and out-side the class rooms.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

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Modeling teachers influence on learners self-directed use of electronic commerce technologies outside the classroom

Maqableh¹,

Mohammed²,

Masa'deh³

2016

Sci. Res. Essays

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Nowadays, Electronic Commerce (EC) course is becoming one of the most important taught courses at all business schools due to increased businesses over the Internet network by utilizing all available technologies. However, the success of such courses cannot be measured by number of students who pass or fail but rather by how such courses influence and can change the daily life of these students. Previous literature stressed on the important role of the teacher in developing students' skills and knowledge and transferring this expertise outside the classroom. This study explores the factors explain teachers' influence on learners' use of EC technology outside the classroom. A questionnaire (survey) was developed and distributed to the students enrolled in the "introduction to EC" course at the Jordan of University. Using structured equation modeling (SEM) a total of 545 valid questionnaires were retrieved and analyzed. The results of the study showed that teachers' capacity support and behavior support are significant factors that established a facilitating condition which have a significant impact on students' computer self-efficacy. On the other hand, teachers' affection support and computer self-efficacy are found to be significant factors that strengthened students' perceived usefulness which supported the use of EC technology outside the classroom. As a result of increased students' computer self-efficacy and perceived usefulness, the empirical analysis revealed positive significant effect on students' use of EC technologies outside the classroom. This research presented a set of recommendations and polices that are very handful in developing successful EC courses that support the teachers' role, leverage student knowledge that goes beyond the classroom settings.

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On campus, but out of class: an investigation into students’ experiences of learning technologies in their self-directed study

Cited by 29 publications

References 6 publications

Students' perceptions of Blackboard and Moodle in a Portuguese university

Students' perceptions of Blackboard and Moodle in a Portuguese university

University students’ self-regulated learning using digital technologies

Modeling teachers influence on learners self-directed use of electronic commerce technologies outside the classroom

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