Title: Locus of Control, SelfEsteem, Motivation and satisfaction, Teaching and Learning Through InternetBas
1Locus 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
2First Generation Distance Learning
- Printed Material
- Telephone
- Mail
3Second Generation Distance Learning
- Radio Broadcasts
- Television Broadcasts
- Audio Recordings
4Third Generation Distance Learning
- Videoconference
- Email
- WWW Technologies
- Satellite Broadcasting
5Advantages of Third Generation D.L
- Flexibility
- Teacher Monitoring
- Teacher Modification
- Teacher Reinforcement
- Teacher Modeling
- Interactivity
- Differentiated Learning
6Psycho-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
7Distance Learning at University Level
- Mass Delivery to Students
- Universal Databases
- Sophisticated Simulations
- Tutored Exercises
- Authentic Learning Materials
- Study from Home
- Cost-effectiveness
8Aims 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
9Research 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
10Research 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
11Introduction 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
12Introduction 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
13Research 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
14Conclusions
- 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