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Disciplinary difference in students' use of technology, experience in using eLearning strategies and perceptions towards eLearning
ARTICLE

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Computers & Education Volume 73, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This paper focuses on interdisciplinary differences in three main issues related to eLearning: namely, use of technology, use of technology for teaching and learning, and perceptions about eLearning strategies. Data were survey results for 1438 students at The Chinese University of Hong Kong. Disciplines were classified into Soft/Hard and Pure/Applied based on the Biglan model. Results revealed that while students of different disciplines did not vary a great deal in their daily usage of technology, there were differences in their level of confidence in using technology. The use of technology for teaching and learning also differed across disciplines. For example, students in Applied disciplines, compared with students in Pure disciplines, had more experience in employing web-based communication tools to learn. However, there were no significant differences in terms of students' perceptions of the usefulness of eLearning strategies. The findings suggested that while there may be disciplinary differences in the adoption of eLearning, all students have a similar (and positive) view about the need for the use of technology for teaching and learning.

Citation

Lam, P., McNaught, C., Lee, J. & Chan, M. (2014). Disciplinary difference in students' use of technology, experience in using eLearning strategies and perceptions towards eLearning. Computers & Education, 73(1), 111-120. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.12.015

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