Student attitudes toward web-enhanced instruction in an educational technology course

College Student Journal, Sept, 2006 by Iman M. Alghazo

This study aimed at investigating students' attitudes toward Web-enhanced instruction in an educational technology course taught in the College of Education at the United Arab Emirates University. The sample of the study consisted of (66) college female students. A survey with 5 point Likert-type items and open-ended questions was used to collect the data. Results revealed that students had positive attitudes toward most aspects of Web-enhanced instruction. They identified many advantages of web-enhanced instruction such as: discussions about course content through the discussion-board, communication with the course instructor, obtaining grades from the Web, easy access to course related materials, submitting assignments through the Web, and increasing course understanding, communication with classmates. However, students identified some obstacles to using web-enhanced instruction such as: low speed of the internet, difficulties in accessing the course from home, and limited access to computer labs.

Introduction

Advances in internet and World Wide Web capabilities challenge college administrators to incorporate computer-based technology as pedagogical tools (Karber, 2001; De Verneil, & Berge, 2000; Andrews, Gosse, Gaulton & Maddigart, 1999). Literature on the use of Internet has identified a number of benefits in using it for instruction such as convenience, speed of communication, quick and remote access to information, instant feedback, and cost saving (Madeen, Ford, Miller & Levy, 2005; Koch & Gobell, 1999; Pychyl, Clarke and Abarbnel, 1999).

One major advantage of the Internet that has been identified by researchers is the electronic discussion feature (Madden, Ford, Miller, & Levy, 2003; Tiene, 2000; Chandler & Maddux, 1998; Jiang & Ting, 1998). Communication is critical to the development of teachers. Through Internet discussions, students share their understanding of course content with one another to extend learning beyond the limits of the physical classroom. Researchers report many advantages of computer-mediated discussion. Ku (1996) and Copper & Selfe (1990) found that in computer mediated discussion, students feel a greater sense of remoteness. This feeling makes them tend to take more risks and enhance their roles in the electronics community.

Further more, in electronic discussion, opinions and reflections are submitted in written form, which enables students to read carefully, look back, and analyze as many responses as they want to understand an idea. Consequently, they can be more effective in writing their own responses (Tiene, 2000).

These advancements in technology and internet have encouraged college faculty to find new ways to incorporate technology into the curriculum as an extension of the syllabus to enrich the instructional experience and promote communication among their students (Karber, 2001; Green, 1996).

Student attitudes toward computers influence the future use of computers in instruction (Sanders & Morrison-Shetlar, 2001). This issue encouraged many researchers to assess students' overall attitude toward computers. Variables such as gender, age and prior computer experience were found to influence students' attitude toward computers (Hill, 2000; Price & Winiecki, 1995; Smith & Necessary, 1996; Moon, 1994).

Attitudes of students toward Web-enhanced instruction have influence over the future use of web-launched instructional materials. They, also determine the extent to which web-based resource are educationally beneficial for students in a classroom learning environment (Sanders & Morrison-Shetlar, 2001).

Some studies (e.g. Bangert, 2004; Foster, 2003; Hill, 2000; Chandler & Maddux, 1998; Jiang & Ting, 1998) have concluded that one important indicator of future Web use is providing useful information appropriate to the course being taught. Moreover, a positive correlation was found between instructor's use of Web-based training materials and students participation in the use of Web-based resources, consequently influencing student learning through the Web.

Sanders and Morrison-Shetlar (2001) studied the relationship between student attitudes toward Web-enhanced instruction and variables such as sex, race, age, year in school, computer experience, and learning styles. The researchers reported positive effect of the Web-component on student learning. Females had significantly more positive attitudes toward Web-enhanced instruction than males and they used the Web more often than males. It, was also found that age, race, year in school, computer experience, and learning styles did not affect student use of the web.

In a study that investigated student use of instructor web pages, Chandler and Maddux (1998) found that students understood and appreciated the use of Web as an instructional resource. However, their actual use of the web was relatively low.

Jiang and Ting (1998) conducted a study to determine factors that influence students' perceptions toward learning through Web-based instruction. They found that students' active participation in online discussions depends on instructor's emphasis on discussion time and quality. Also, student participation in online activities increased as the instructor participated actively.