Loading...
Please wait, while we are loading the content...
Similar Documents
E-Ö⁄RENMEN‹N VE B‹L‹fiSEL ST‹L‹N BAfiARI VE ‹NTERNET ÖZ YETERL‹K ALGISI ÜZER‹NDEK‹ ETK‹S‹ THE EFFECTS E-LEARNING AND COGNITIVE STYLE ON ACHIEVEMENT AND PERCEIVED INTERNET SELF-EFFICACY
| Content Provider | Semantic Scholar |
|---|---|
| Author | Güngör, Cengiz Afikar, Petek |
| Copyright Year | 2004 |
| Abstract | The aim of this research is to examine the effect of e-learning and cognitive style on student achievement and per- ceived Internet self-efficacy. The study was based on three groups, which were designed according to Posttest Control Group Model. One of them was an experimental group, which took an MS Excel® course with e-learning. The others were the control groups, which took the same course with the face to face instructional method. At the end of the research, no significant difference was found bet- ween e-learning and face to face instructional methods, due to achievement while there was a significant difference between field de- pendent and field independent cognitive styles. Field independent students were more successful than field dependent students. In ad- dition, students who did not have any prior knowledge were more successful in the lecture with lab-supported activities. There was also a significant difference among the students according to e-learning and face to face instructional methods with respect to perce- ived Internet self-efficacy. The students who were enrolled in e-learning showed more higher perceived Internet self-efficacy. On the other hand, there was no significant difference in students' Internet self-efficacy due to cognitive styles. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://dergipark.ulakbim.gov.tr/hunefd/article/download/5000048718/5000046038 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
