Attitudes towards technology among distance education students: Validation of an explanatory model

Authors

  • Sonia J. Romero Martínez Distance University of Madrid (UDIMA).
  • Xavier G. Ordóñez-Camacho Complutense University of Madrid
  • Francisco David Guillen-Gamez University of Almería
  • Javier Bravo Agapito Distance University of Madrid (UDIMA)

DOI:

https://doi.org/10.24059/olj.v24i2.2028

Keywords:

Attitudes towards technologies, distance education, structural equation models, digital competence, use of technology.

Abstract

Attitudes towards technology are preconceived notions that have an effect on the teaching-learning process and on the academic-professional performance of students, in particular those who use technology as a means of study. This investigation has two objectives: on the one hand, to test the measuring properties (reliability, factorial structure) of an instrument to measure attitudes and, on the other hand, to propose and validate a model that hypothesizes that digital competence and frequency of use of technologies have a positive impact on same. 1251 students of the Madrid Open University participated. It is a non-experimental, explanatory study using structural equation methodology.  The results show adequate psychometric properties for the test and good adjustment of the proposed model (χ²=163.91, df=37, p<.001) allowing for further exploration of the relationship between use, skill and attitudes in the distance education context and improving the properties of measuring instruments proposed in Spanish.

Author Biographies

Sonia J. Romero Martínez, Distance University of Madrid (UDIMA).

Faculty of Health Sciences and Education

Xavier G. Ordóñez-Camacho, Complutense University of Madrid

Department of Research Methods and Diagnosis, Faculty of Education

Francisco David Guillen-Gamez, University of Almería

Department of Didactics and School Organization

Javier Bravo Agapito, Distance University of Madrid (UDIMA)

Faculty of Technical Sciences and Engineering

References

Adekunle, P.A., Omoba, R.O., & Tella, A. (2007). Attitudes of librarians in selected Nigerian universities towards the use of ICT. Library Philosophy and Practice. Available: http://unllib.unl.edu/LPP/tella3.htm

Aesaert, K., Van Nijlen, D., Vanderlinde, R., & van Braak, J. (2014). Direct measures of digital information processing and communication skills in primary education: using item response theory for the development and validation of an ICT competence scale. Computers & Education, 76, 168-181. DOI: https://doi.org/10.1016/j.compedu.2014.03.013

Aesaert, K., Voogt, J., Kuiper, E., & van Braak, J. (2017). Accuracy and bias of ICT self-efficacy: An empirical study into students’ over-and underestimation of their ICT competences. Computers in Human Behavior, 75, 92-102. DOI: https://doi.org/10.1016/j.chb.2017.05.010

Ahmed, S. S. (2017). User’s Attitude towards ICT in Dhaka. ANGLISTICUM. Journal of the Association for Anglo-American Studies, 6(8), 31-54. DOI: http://dx.doi.org/10.0001/(aj).v6i8.1504

Alhom, M. & Courtney, M. (2018). Educational Data Mining: A Case Study Perspectives from Primary to University Education in Australia. Information Technology and Computer Science, 2, 1-9. DOI: 10.5815/ijitcs.2018.02.01

Ayub, H. (2017). Parental Influence and Attitude of Students towards Technical Education and Vocational Training. International Journal of Information and Education Technology, 7(7), 534-538. DOI: 10.18178/ijiet.2017.7.7.925

Binder, M., & Niederle, U. M. (2006). Institutions as determinants of preference change: one way relation? Papers on economics and evolution, 0607, 1-22.

Brown, T. A., & Moore, M. T. (2014). Confirmatory Factor Analysis. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 361-379). New York: Guilford.

Carrera, X., Vaquero Tió, E., & Balsells, M. (2011). Instrumento de evaluación de competencias digitales para adolescentes en riesgo social [Instrument fo the evaluation of digital competency for adolescents in social risk]. Edutec: Revista Electrónica de Tecnología Educativa, 35, 1-25.

Casillas, S., Cabezas, M., Ibarra, M. S., & Rodríguez, G. (2017). Evaluation of digital competence from a gender perspective. In Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality (p. 25). ACM. DOI: 10.1145/3144826.3145372

Cervera, M. G., Vidal, C. E., & Martínez, J. G. (2011). INCOTIC. Una herramienta para la autoevaluación diagnóstica de la competencia digital en la universidad [INCOTIC. A tool for the diagnostic self-evaluation of the digital competency in the university]. Profesorado: Revista de Currículum y Formación de Profesorado, 15(1), 75-90.

Edmunds, R., Thorpe, M., & Conole, G. (2012). Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach. British Journal of Educational Technology, 43(1), 71-84. Doi: https://doi.org/10.1111/j.1467-8535.2010.01142.x

Fancovicová, J., & Prokop, P. (2008). Students' attitude toward computer use in Slovakia. Eurasia Journal of Mathematics. Science and Technology Education, 4(3), 255-262. DOI: https://doi.org/10.12973/ejmste/75347

Gallardo, E., Marqués, L., & Bullen, M. (2015). El estudiante en la educación superior: Usos académicos y sociales de la tecnología digital [The student in higher education: Academic and social uses of the digital technology]. Universities and Knowledge Society Journal, 12(1), 26-36. DOI: http://dx.doi.org/10.7238/rusc.v12i1.2078

Gallego, M.J., Gámiz, V. & Gutiérrez, E. (2010). El futuro docente ante las competencias en el uso de las tecnologías de la información y comunicación para enseñar [The future teacher facing the competences in the use of information and communication technologies to teach]. EDUTEC. Revista electrónica de tecnología educativa, 34, 1-18.

Garcia, I., Escofet, A., & Gros, B. (2013). Students’ attitude towards ICT learning uses: A comparison between digital learners in blended and virtual universities. European Journal of Open, Distance and E-learning, 16(2), 1-10.

Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.): Prentice Hall, Inc. Upper Saddle River, NJ, USA.

He, T., & Zhu, C. (2017). Digital informal learning among Chinese university students: The effects of digital competence and personal factors. International Journal of Educational Technology in Higher Education, 14(1), 1-19. DOI: https://doi.org/10.1186/s41239-017-0082-x

Jöreskog, K. & Sörbom, D. (2006). Lisrel 8.80: A guide to the program and applications. Chicago, IL: SPSS Inc.

Kar, D., Saha, B., & Mondal, B. C. (2014). Attitude of university students towards E-Learning in West Bengal. American Journal of Educational Research, 2(8), 669-673. Doi: 10.12691/education-2-8-16

Kerimbayev, N., Kultan, J., Abdykarimova, S., & Akramova, A. (2017). LMS Moodle: Distance international education in cooperation of higher education institutions of different countries. Education and information technologies, 22(5), 2125-2139. DOI: https://doi.org/10.1007/s10639-016-9534-5

Kubiatko, M. (2010). Czech university students`attitudes towards ICT used in science education. Journal of Technology and Information Education, 2(3), 20-25. doi: 10.5507/jtie.2010.042

Laabidi, H. (2017). Exploring the Impact of the Factor of Gender on ICT Integration in Teaching. International Journal of English Language Teaching and Linguistics (IJELTAL), 1(2), 105-120. Doi:

Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(4), 1066-1080. Doi: 10.1016/j.compedu.2006.01.001

Logan, J. W., Lundberg, O. H., Roth, L., & Walsh, K. R. (2017). The Effect of Individual Motivation and Cognitive Ability on Student Performance Outcomes in a Distance Education Environment. Journal of Learning in Higher Education, 13(1), 83-91.

Mantoro, T., Fitri, E. M., & Usino, W. (2017). The Impact of Information and Communication Technology (ICT) Toward Learning Process and Students’ Attitudes. Advanced Science Letters, 23(2), 844-847. DOI: https://doi.org/10.1166/asl.2017.7554

Meerza, A. H., & Beauchamp, G. (2017). Factors Influencing Attitudes towards Information and Communication Technology (ICT) Amongst Undergraduates: An Empirical Study Conducted in

Kuwait Higher Education Institutions (KHEIs). TOJET: The Turkish Online Journal of Educational Technology, 16(2), 35-42. DOI: http://hdl.handle.net/10369/8472

Mehra,V., & Omidian, F. (2011). Examining Students’ Attitudes Towards E-learning: A Case from India. Malaysian Journal of Educational Technology, 11(2), 13-18.

Mirete, A. B., García, F. A., & Hernandez, F. (2015). Cuestionario para el estudio de la actitud, el conocimiento y el uso de TIC (ACUTIC) en Educación Superior [Questionnaire for the study of the attitude, knowledge and use of the ICT (ACUTIC) in higher education]. Revista Interuniversitaria de Formación del Profesorado, 29(2), 75-89.

Nisar ul Haq, M., & Haque, M. (2018). Investigating the Knowledge Sharing among students in Pakistan. European Online Journal of Natural and Social Sciences: Proceedings, 7(1), pp-32-39.

Nketiah-Amponsah, E., Asamoah, M. K., Allassani, W., & Aziale, L. K. (2017). Examining students’ experience with the use of some selected ICT devices and applications for learning and their effect on academic performance. Journal of Computers in Education, 4(4), 441-460. DOI: https://doi.org/10.1007/s40692-017-0089-2

Nurakun Kyzy, Z., Ismailova, R., & Ismailova, H. (2018). Learning management system implementation: a case study in the Kyrgyz Republic. Interactive Learning Environments, 1-13. DOI: https://doi.org/10.1080/10494820.2018.1427115

Peeraer, J., & Van Petegem, P. (2011). ICT in teacher education in an emerging developing country: Vietnam’s baseline situation at the start of ‘The Year of ICT’. Computers & Education, 56(4), 974-982. DOI: 10.1016/j.compedu.2010.11.015

Petko, D., Cantieni, A., & Prasse, D. (2017). Perceived quality of educational technology matters: A secondary analysis of students' ICT use, ICT-related attitudes, and PISA 2012 test scores. Journal of Educational Computing Research, 54(8), 1070-1091. DOI: https://doi.org/10.1177/0735633116649373

Podrug, N., Filipović, D., & Kovač, M. (2017). Knowledge sharing and firm innovation capability in Croatian ICT companies. International Journal of Manpower, 38(4), 632-644. DOI: https://doi.org/10.1108/IJM-04-2016-0077

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6. DOI: https://doi.org/10.1108/10748120110424816

Rhema, A., & Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in informing science and information Technology, 11, 169-190. DOI: https://doi.org/10.28945/1987

Rodríguez, H., Restrepo, L. F. & Aranzazu, D. (2014). Alfabetización informática y uso de sistemas de gestión del aprendizaje (LMS) en la docencia universitaria [Computer literacy and the use of Learning Management Systems (LMS) in university teaching]. Revista de la educación superior, 43(171), 139-159. DOI: 10.1016/j.resu.2015.03.004

Senkbeil, M., & Ihme, J. M. (2017). Motivational factors predicting ICT literacy: First evidence on the structure of an ICT motivation inventory. Computers & Education, 108, 145-158. DOI: https://doi.org/10.1016/j.compedu.2017.02.003

Siragusa, L., & Dixon, K. C. (2008). Planned behaviour: Student attitudes towards the use of ICT interactions in higher education. Proceedings Ascilite Melbourne, 942-953.

Stošić, L., & Fadiya, S. O. (2017). The attitudes of students towards the use of ICT during their studies. Российский психологический журнал, 1(1), 135-148. DOI: http://dx.doi.org/10.21702/rpj.2017.1.9

Tejedor, F. J., García-Varcarcel, A., & Prada, S. (2009). Medida de actitudes del profesorado universitario hacia la integración de las TIC [Measure of attitudes of the university teachers towards the ICT integration]. Comunicar, 33(17), 115-124. DOI: 10.3916/c33-2009-03-002

Viberg, O., & Grönlund, Å. (2017). Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education. Learning, Media and Technology, 42(3), 357-377. DOI: https://doi.org/10.1080/17439884.2016.1088869

World Medical Association. (2001). Declaration of Helsinki. South Africa: World Medical Association

Yang, S., & Kwok, D. (2017). A study of students' attitudes towards using ICT in a social constructivist environment. Australasian Journal of Educational Technology, 33(5), 50-62. DOI: https://doi.org/10.14742/ajet.2890

Downloads

Published

2020-06-01

Issue

Section

Student Perspectives