Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-Regulated Learning for Pre-Service Teacher Students?

Autor/inn/en	Schlag, Myriam; Imhof, Margarete
Titel	Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-Regulated Learning for Pre-Service Teacher Students?
Quelle	In: International Journal of Higher Education, 6 (2017) 3, S.154-168 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Usability; Computer Uses in Education; Anxiety; Independent Study; Preservice Teachers; Electronic Publishing; Portfolios (Background Materials); Computer Attitudes; Correlation; Attitude Measures; Statistical Analysis; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Computernutzung; Angst; Selbststudium; Elektronisches Publizieren; Korrelation; Statistische Analyse; Ausland; Deutschland
Abstract	The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the "Technology Acceptance Model" (TAM; Davis, Bagozzi, & Warshaw, 1989) we analyzed "external variables" (e.g., computer-anxiety) that influence technology acceptance and the "actual system use" in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks. Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. In contrast the more the computer was seen as uninfluential tool for working and learning, the more computer anxiety, hopelessness, anxiety and less positive mood, interest and joy to work on the electronic-portfolio has been reported. So, students' computer related attitudes should be considered when working with an electronic-portfolio to better tailor instruction to learner needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01