Does perceived ease of use mitigate computer anxiety and stimulate self-regulated learning for pre-service teacher students?

Publication type:
Journal article
Metadata:
Autoren
  • Myriam Schlag
  • Margarete Imhof
Sammlungen
  • metadata
ISSN
1927-6044
Ausgabe der Veröffentlichung
3
Zeitschrift
International journal of higher education
Schlüsselwörter
  • 150 Psychologie
  • 150 Psychology
Sprache
eng
Paginierung
Seiten: 154 - 168
Datum der Veröffentlichung
2017
Herausgeber
Sciedu Press
Herausgeber URL
http://dx.doi.org/10.5430/ijhe.v6n3p154
Datum der Datenerfassung
2020
Datum, an dem der Datensatz öffentlich gemacht wurde
2020
Zugang
Public
Titel
Does perceived ease of use mitigate computer anxiety and stimulate self-regulated learning for pre-service teacher students?
Ausgabe der Zeitschrift
6

Data source: METADATA.UB

Other metadata sources:
Abstract
<jats:p>The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the Technology Acceptance Model (TAM; Davis, Bagozzi, &amp; Warshaw, 1989) we analyzed external variables (e.g., computer-anxiety) that influence technology acceptance and the actual system use in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks.Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. In contrast the more the computer was seen as uninfluential tool for working and learning, the more computer anxiety, hopelessness, anxiety and less positive mood, interest and joy to work on the electronic-portfolio has been reported. So, students’ computer related attitudes should be considered when working with an electronic-portfolio to better tailor instruction to learner needs.</jats:p>
Autoren
  • Myriam Schlag
  • Margarete Imhof
DOI
10.5430/ijhe.v6n3p154
eISSN
1927-6052
ISSN
1927-6044
Ausgabe der Veröffentlichung
3
Zeitschrift
International Journal of Higher Education
Online publication date
2017
Paginierung
154 - 154
Status
Published online
Herausgeber
Sciedu Press
Herausgeber URL
http://dx.doi.org/10.5430/ijhe.v6n3p154
Datum der Datenerfassung
2017
Titel
Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?
Ausgabe der Zeitschrift
6

Data source: Crossref

Author's licence
InCopyright
Autoren
  • Myriam Schlag
  • Margarete Imhof
Hosting institution
Universitätsbibliothek Mainz
Sammlungen
  • DFG-OA-Publizieren (2012 - 2017)
Resource version
Published version
DOI
10.5430/ijhe.v6n3p154
Funding acknowledgements
  • DFG, Open Access-Publizieren Universität Mainz / Universitätsmedizin
File(s) embargoed
false
Open access
true
ISSN
1927-6044
Ausgabe der Veröffentlichung
3
Zeitschrift
International journal of higher education
Schlüsselwörter
  • 150 Psychologie
  • 150 Psychology
Sprache
eng
Open access status
Open Access
Paginierung
154 - 168
Datum der Veröffentlichung
2017
Public URL
https://openscience.ub.uni-mainz.de/handle/20.500.12030/8509
Herausgeber
Sciedu Press
Herausgeber URL
http://dx.doi.org/10.5430/ijhe.v6n3p154
Datum der Datenerfassung
2022
Datum, an dem der Datensatz öffentlich gemacht wurde
2022
Zugang
Public
Titel
Does perceived ease of use mitigate computer anxiety and stimulate self-regulated learning for pre-service teacher students?
Ausgabe der Zeitschrift
6

Files

does_perceived_ease_of_use_mi-20220925165625431.pdf

Data source: OPENSCIENCE.UB

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