Psychological Aspects of e-Learning 2.0
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Psychological Aspects of E-Learning 2.0
Patrycja RudnickaInstitute of Psychology, University of SilesiaKatowice, Poland
Psychological Aspects of e-Learning 2.0 Psychological Aspects of e-Learning 2.0
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Emerging Educational Environments• Based on new technologies
• Web 2.0• Second Life• On-line games
• Based on different teaching and learning approach
• User centered learning• Collaborative social learning• Informal learning
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e-Learning 2.0
1.01.0 Web-based LearningBlended LearningComputer-based LearningCorrespondence Distant LearningF2F Learning
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e-Learning 2.0
2.02.0
1.01.0Web-based LearningBlended Learning
ePortfolio
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ePortfolio
e-Learning 2.0
2.02.0
1.01.0
3.0?3.0?
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Differences?
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Differences?
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Why e-Learning 1.0 is not enough anymore?
• Everyday users experience• Divide between digital natives and
immigrants• Technology evolution• Demands of Digital Age and modern world
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Psychology of e-learning
The psychology of e-learning is interdisciplinary field of
study concerning on people’s psychological factors,
psychological processes and mechanisms important for
effective learning with information technologies
(Yan, Hao, Hobbs & Wen, 2003)
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Psychological aspects of e-Learning 2.0• Environment and its features (collaborative
spaces, 3D virtual worlds)• How do users perceive them?• Why do they use them?
• Characteristics of users• Personal differences (learning and cognitive styles,
innovative orientation, technology acceptance, web and e-learning experience)
• Skills and competencies
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Psychological aspects of e-Learning 2.0
• Characteristic of the learning process• Teachers / Students roles• How do students and teachers use technology?• Effectiveness
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Psychological aspects of e-Learning 2.0• Environment and its features (collaborative spaces, 3D
virtual worlds)
• How do users perceive them?
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StudyCognitive representation of technological tool (Penna
& Stara, 2007)
Study design:• Description of e-learning 2.0 (features, competences)• Course developement• Measurement (phase I & II)• Mixed model – questionnaire & focus group
interviews
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2.0
collectivity
web / archipelago
diffusion
openness
shared cloud
learner centered design
social learning
personal
multimodality
exponential
1.0
connectivity
system
centralization
limitation
hierarchy
instructor-led experience
instructional packets
linear
text-based
static
Description
(Karrer, 2006; Rudnicka, 2008)
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Competencies
informationinformation
knowledgeknowledge
communities
communities
social learning
social learning
creation
creation
write/read web
write/read web
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Competencies
informationinformation
knowledgeknowledge
communities
communities
social learning
social learning
creation
creation
write/read web
write/read web
selection
assessment
pattern cognition
synthesis-analysis shifting
communication
sharing
cooperation
personal information management
content creation
remix mash up
technological competencies
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Method
• Focus Group Interviews• 1-1,5h (recorded, coded, analysed)
• Questionnaire• Web use patterns• Internet Self-Efficacy (Compeau & Higgins, 1995;
Rudnicka, 2007)• TAM - Perceived Usefulness and Perceived Ease of
Use (Davis, 1989)
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Sample
• N = 30 (80%, 20%)• 3rd year psychology students• blended learning freshmens
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Results
• Basic characteristics – Internet use:
• experience > 5 years• everyday use• average time 2-4h/day, 7-14h/week
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• Basic characteristics – e-learning acceptance and self-efficacy:
• Perceived Usefulness (M = 3,3) • Perceived Ease of Use (M = 3,7)• Internet Self Efficacy (M = 72,53)
Results
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Results - E-learning connotations
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Results - Categories
• Software (46)• Positive qualities (32)• Demands toward learner (20)• Hardware (14)• Negative qualities (8)
• Based on specific experiences (6)
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Results - Categories
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References:
• Karrer, T. (2006) What is eLearning 2.0? http://elearningtech.blogspot.com/2006/02/what-is-elearning-20.html
• Penna, M. & Stara, V. (2007). The failure of e-learning: why should we use a learner centred design. Journal of e-Learning and Knowledge Society, 3(2), 127-135.
• Rudnicka, P. (forthcoming). Psychology, Education and Web 2.0. In: A. Maj & M. Derda-Nowakowski (eds.). McLuhan Codes. Katowice: ExMachina.
• Yan, Z.; Hao, H.; Hobbs, J.L., & Wen, N. (2003). The psychology of e-learning: A field of study. Journal of Educational Computing Research, 29 (3), 285-296.
• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 318 340. ‑
• Compeau, D. R. & Higgins, C. A. (1995). Computer self efficacy: Development of a measure and initial test.‑ MIS Quarterly, 19(2), 189-211.
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