The Effects of Cognitive Learning Style and Prior Computer Experience on Taiwanese College Students' Computer Self-Efficacy in Computer Literacy Courses

Autor/in	Shiue, Ya-Ming
Titel	The Effects of Cognitive Learning Style and Prior Computer Experience on Taiwanese College Students' Computer Self-Efficacy in Computer Literacy Courses
Quelle	In: Journal of Educational Technology Systems, 31 (2003) 4, S.393-409 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
Schlagwörter	Introductory Courses; Cognitive Style; Self Efficacy; Literacy; Computer Literacy; Foreign Countries; Student Characteristics; Models; Statistical Significance; Computer Attitudes; College Students; Measures (Individuals); Taiwan + Suchen Sie Ihr Suchwort? Einführungskurs; Cognitive styles; Kognitiver Stil; Self-efficacy; Selbstwirksamkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Computerkenntnisse; Ausland; Analogiemodell; Collegestudent; Messdaten
Abstract	This study examines the influences of learners' characteristics on the development of computer self-efficacy using the GOMS (goal, operators, methods, and selection rules) model. Students' learning style, prior computer course experience, and computer self-efficacy were measured in the pretest, and computer self-efficacy was measured in the posttest to examine the development of computer self-efficacy during the fall of 2001 in a computer introductory course in a non-traditional Taiwanese University. Results indicate that there were statistically significant effects of learning style and prior computer course experiences on computer self-efficacy. The follow-up analysis revealed that the Converger learning style students (abstract learners) outperformed other learning style students (concrete learners). Furthermore, a positive linear relationship was found between computer self-efficacy and the number of prior computer courses taken, which indicates that the more courses students had taken, the higher the level of computer self-efficacy the students developed. The result did support the GOMS model as a useful theoretical model to improve the computer literacy instruction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10