First year education students’ mental models of learning ICT and Education course
Trang Nguyen, Lyn Henderson, James Cook University, Australia
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Universities face a challenging task to reduce the attrition rate. Recent studies have suggested students' knowledge, critical thinking skills, and mental models influencing students' academic performance. Mental models theory has been adopted as the theoretical framework for this study. Pre and post surveys were administered to first year Bachelor of Education students at a regional university in Australia. A principal components factor analysis and MANOVA tests were conducted for the surveys. Results provided evidence that students reported changed mental models in factors such as Academic Engagement, Effective Learning Strategies, Disengagement, Ineffective Learning Strategies, and Collaboration during their first semester study. The changes in students' espoused (pre) and reflective (post) mental models are discussed. The study identified inadequate mental models that could influence their academic study and course completion.
Nguyen, T. & Henderson, L. (2008). First year education students’ mental models of learning ICT and Education course. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1240-1245). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).