Using Classroom Psychosocial Environment in the Evaluation of Adult Computer Application Courses in Singapore

Autor/inn/en	Seng, Khoo Hock; Fraser, Barry J.
Titel	Using Classroom Psychosocial Environment in the Evaluation of Adult Computer Application Courses in Singapore
Quelle	In: Technology, Pedagogy and Education, 17 (2008) 1, S.67-81 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Student Attitudes; Program Evaluation; Adult Education; Factor Structure; Adult Learning; Adult Students; Computer Software; Factor Analysis; Classroom Environment; Computer Centers; Foreign Countries; Andragogy; Courses; Attitude Measures; Staff Development; Test Validity; Course Evaluation; Evaluation Methods; Correlation; Questionnaires; Computer Literacy; Information Technology; Singapore + Suchen Sie Ihr Suchwort? Schülerverhalten; Programme evaluation; Programmevaluation; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Faktorenstruktur; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Faktorenanalyse; Klassenklima; Unterrichtsklima; Ausland; Andragogics; Andragogik; Kursangebot; Personnel development; Personalentwicklung; Testvalidität; Korrelation; Fragebogen; Computerkenntnisse; Informationstechnologie; Singapur
Abstract	Reviews of past research on psychosocial learning environments show that relatively few studies have involved the use of environment dimensions either as criterion variables in the evaluation computer education programs or with adult learners (in contrast to elementary and secondary school students). This study is distinctive in that it used a learning environment instrument in program evaluation among 250 working adults attending courses in five computer education centres in Singapore. Factor analysis supported a five-factor structure (Trainer Support, Involvement, Autonomy/Independence, Task Orientation, and Equity) for a learning environment questionnaire, and scale alpha reliabilities ranged from 0.77 to 0.92 with the class mean as the unit of analysis. Generally, students perceived their learning environments favourably in terms of the levels of Trainer Support, Task Orientation, and Equity, and this pattern varied little either between males and females or between younger and older students (with the main exception being that males perceived more Trainer Support and Involvement, while females perceived lower levels of Equity). However, student satisfaction varied between the sexes and between students of different ages. Students reported greater satisfaction in classes perceived to have more Trainer Support, Involvement, and Task Orientation. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10