Academic Departments and Student Attitudes Toward Different Dimensions of Web-Based Education
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Authors
Federico, Pat-Anthony
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Advisors
Date of Issue
2001
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Abstract
In order to determine student attitudes toward various aspects of networkbased
instruction, 234 individuals voluntarily participated in research to
ascertain their tendencies that will likely facilitate, or interfere with, interacting
and learning from this innovative technology. Participants were
requested to respond anonymously to 60 items of a survey designed to assess
their attitudes toward distinct facets of network-based instruction. Student
responses to survey items were analyzed using a number of multivariate and
univariate statistical techniques. Students sampled from distinct academic
departments disclosed significantly different attitudes toward different
dimensions of Web-based education: Computer Science and Executive
Management Education exhibited the most agreeable attitudes, and Oceanography,
Physics, and Operations Research the least agreeable attitudes,
concerning expectations of, learning from, beliefs about, and design of
network-based instruction and hypermedia. Systems Management and
Electrical and Computer Engineering manifested attitudes toward these
distinct facets of on-line learning between these polar positions. The findings
partially supported the general hypothesis theoretically based upon psychological
distances and social representations and schemata.
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Article
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Citation
J. Educational Computing Research, Vol. 25(2), 159-175, 2001.
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This publication is a work of the U.S. Government as defined in Title 17, United States Code, Section 101. Copyright protection is not available for this work in the United States.