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Locus of Control, SelfEsteem, Motivation and satisfaction, Teaching and Learning Through InternetBas

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Self-Esteem in ICT and Traditional Courses ... First Time Participation in Online Course ... Students End-of-Year Grades in Course ... – PowerPoint PPT presentation

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Title: Locus of Control, SelfEsteem, Motivation and satisfaction, Teaching and Learning Through InternetBas


1
Locus of Control, Self-Esteem, Motivation and
satisfaction, Teaching and Learning Through
Internet-Based and Traditional Introduction to
Statistics Courses
  • Yaacov Katz Yaacov Yablon
  • School of Education
  • Bar-Ilan University
  • Paper Presented at EDEN Conference, Rhodes, June
    2003

2
First Generation Distance Learning
  • Printed Material
  • Telephone
  • Mail

3
Second Generation Distance Learning
  • Radio Broadcasts
  • Television Broadcasts
  • Audio Recordings

4
Third Generation Distance Learning
  • Videoconference
  • Email
  • WWW Technologies
  • Satellite Broadcasting

5
Advantages of Third Generation D.L
  • Flexibility
  • Teacher Monitoring
  • Teacher Modification
  • Teacher Reinforcement
  • Teacher Modeling
  • Interactivity
  • Differentiated Learning

6
Psycho-Pedagogical Variables
  • Correlation Between Personality Variables and ICT
    Attitudes
  • ICT and Self-Esteem
  • ICT and Self-Confidence
  • ICT and Locus of Control
  • ICT and Learning Motivation
  • ICT and Study Satisfaction
  • ICT and Achievement

7
Distance Learning at University Level
  • Mass Delivery to Students
  • Universal Databases
  • Sophisticated Simulations
  • Tutored Exercises
  • Authentic Learning Materials
  • Study from Home
  • Cost-effectiveness

8
Aims of Study Comparison Between ICT-Based and
Traditional Courses
  • Achievement in ICT and Traditional Courses
  • Locus of Control in ICT and Traditional Courses
  • Self-Esteem in ICT and Traditional Courses
  • Motivation and Satisfaction in ICT and
    Traditional Courses
  • Teaching and Learning in ICT and Traditional
    Courses

9
Research Sample
  • Experimental Group of 62 First-Year School of
    Education Students attending ICT Course
  • First Time Participation in Online Course
  • Comparison Group of 38 First-Year School of
    Education Students attending Traditional Course
  • Students Accepted on Basis of Similar
    Psychometric Achievement
  • Students Accepted on Basis of Similar
    Matriculation Achievement

10
Research Questionnaire
  • 10-Item Self-Esteem Scale
  • 24-Item Locus of Control Scale
  • 15-Item Learning Evaluation Scale
  • Students End-of-Year Grades in Course
  • Scales Administered in a Quasi-Experimental
    Post-Test Design

11
Introduction to Statistics Internet Based
Course at BIU
  • Mandatory First-Year Course
  • Audio-Visual Presentation
  • Full Text
  • Pre-Prepared Online Exercises
  • Modular Content Structure
  • Tutor-Student Email
  • Tutor-Student Forum

12
Introduction to Statistics Traditional Course
at ARC
  • Mandatory First-Year Course
  • Two Weekly Hours of Frontal Lecturing by
    Instructor
  • One Weekly hour Exercise Supervised by Tutor
  • Meeting with Instructor During Weekly Reception
    Hours

13
Research Results
  • ICT Students Attained Higher Grades
  • ICT Students Characterized by Higher Level of
    Locus of Control vis-à-vis Learning
  • ICT Students Characterized by Higher Level of
    Learning Motivation and Satisfaction
  • Traditional Students Characterized by Higher
    Level of Self-Esteem
  • Traditional Students Characterized by Positive
    Teaching and Learning Orientation
  • Group Membership of 72.7 of Students Correctly
    Predicted

14
Conclusions
  • ICT Contributes to Superior Achievement
  • ICT Contributes to Higher Level of Locus of
    Control in Learning Situation
  • ICT Contributes to Feelings of More Positive
    Motivation and Satisfaction Towards Learning
  • Traditional Learning Contributes to Higher
    Feeling of Self-Esteem
  • Traditional Learning Contributes to More Positive
    Feelings Towards Learning and Teaching
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