College Student Alienation and Use of WebCT
Genevieve Johnson, Grant MacEwan College/Athabasca University, Canada ; Julia Johnson, Laurentian University, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The current investigation sought to understand the relationships between college student alienation and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data; 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four types of multiple choice questions, and 3) use of WebCT defined as total number of Hits, Articles Posted, and Articles Read. Findings suggest that peer alienation was associated with increased WebCT use; learning and course alienation were associated with low WebCT use. Learning alienation demonstrated an inverse relation to academic achievement. In most cases, significant predictive relationships between academic achievement and student use of WebCT were curvilinear.
Johnson, G. & Johnson, J. (2005). College Student Alienation and Use of WebCT. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2838-2843). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)