The question is to be submitted in 48 hours. Quality work needed.

Running head: THE FOUNDATION 1

The Foundation

Education 508

Dr. Jewell Winn

November 8, 2015

THE FOUNDATION 2

The Foundation

Over the last ten years, information technology has made incredible strides in the

educational field. Online schools have become common, and even traditional brick and mortar

schools offer online courses. The prevalence of online education has led to increased research

into how technology affects student learning. Some studies have focused on the quality of

education in online courses or the perceptions of online courses by students and the public;

however, few studies have considered the effect that student attitudes toward technology has on

students in online courses.

Purpose

The purpose of the research is to determine how attitudes toward technology impact

student learning in online courses, such as perception of quality of education and academic

achievement as shown by course grades, as well as potential intervening variables that could

affect student learning, such as prior experience with technology and outside obligations that

detract from studying. The researcher will examine the current literature, determine gaps, and use

that deficiency to inform the path of the research by employing a qualitative survey and analysis

to identify themes that the responses from online students suggest.

Problem

Even though online education has proven to be a mainstay in the American educational

community, scarce evidence regarding the possible correlation between attitudes toward

technology and student achievement exists. For working adults, online education can provide the

sole viable outlet for higher learning. However, many older or rural adults have shown negative

attitudes toward technology. Moreover, many universities are pushing online education (in part

for its convenience and comparatively low overhead costs) in such a way that some students may

THE FOUNDATION 3

feel forced to take online courses, even if they may prefer face to face classroom settings. This

study will attempt to determine what impact, if any, attitudes about technology have on student

progress for individuals in online courses. It will also attempt to determine which and how

extensively intervening variables that may alter attitudes or achievement, such as the number of

online courses completed or prior experiences with technology in non-education-related settings.

Literature Review

Research into attitudes toward online learning has often considered perceptions of quality

rather than the overall impact of attitudes on achievement (He & Yen, 2014; Carrol & Burke,

2010). Previous literature shows that the quality of education is similar regardless of online or

face to face delivery (He & Yen, 2014; Carrol & Burke, 2010). Some literature has even shown

that online learning can be beneficial when applied appropriately (Surjono, 2015; Vaičiūnienė,

2012). Additional research revealed that attitudes can become more positive over time with

positive usage, regardless of age or prior experience (Moran, Hawkes, and El Gayar, 2010;

Wood, Lanuza, Baciu, MacKenzie, and Nosko, 2010). Researchers have taken great lengths to

study attitudes regarding online courses, yet there is little research involving the attitudes toward

using the technology itself and the potential impact of such attitudes on learning.

Summary of Literature

One study has shown that the learning delivery method—face to face, video streaming, or

satellite broadcasting—can impact student attitudes. He and Yen (2014) found that “Students in

the face-to-face group were likely to feel satisfied with the delivery method and, in contrast,

students in the video streaming group were least likely to be satisfied” (29). The researchers

suggested that low levels of interaction with the instructor and inability to work with peers could

account for some of this dissatisfaction. Interestingly, although the delivery method did affect

THE FOUNDATION 4

student perceptions regarding satisfaction with the course, the delivery method did not seem to

alter skill enhancement or overall grade.

It would seem that extenuating circumstances, variables unrelated to the academic

environment, have a significant impact on students’ perceptions of the course. Technical

difficulties, such as a poor connection or low image resolution, was often cited as creating or

fueling negative attitudes toward technology (He & Yen, 2014). Personal issues, including

family obligations, can also affect student outcomes in an online environment. In a classroom,

students have no choice but to focus on the instructor and the class materials; at home, it is easy

to become distracted by spouses or children who require attention or assistance.

Carrol and Burke (2010) somewhat contrastingly found that even student perceptions of

the course did not vary significantly based on the delivery method. In terms of student perception

regarding course organization, faculty/student interaction, course outcomes, student effort, and

course difficulty, there were no significant differences between face to face students and online

students. However, the perceived quality of instruction did have statistical significance, with

students in a face to face course feeling as though their quality of education was higher than that

of online students. Once again, researchers noted that “personal contact with the instructor may

have enhanced the learning experience in a way that was different from the online modality”

(Carrol & Burke, 2010, 72).

Another variable related to online learning is the appropriateness of the learning mode for

the student. Educators regularly accommodate differing learning styles (visual, auditory, or

kinesthetic) in a classroom by presenting material in a variety of ways. Research has shown that

this fundamental accommodation can affect the learning environment, as well, and can influence

online learning outcomes. Surjuno (2015) posited that students who had a learning mode match

THE FOUNDATION 5

(complimentary learning style with presentation style and multimedia preference with

multimedia presentation) would have higher academic success than students who did not have a

match. Students who had a learning mode match consistently fared better than students who have

a partial or total mismatch. Although all students did have some achievement, it was clear the

presentation had a significant impact. This preference is an important intervening variable: even

the most enthusiastic online student may have difficulties, regardless of attitude toward

technology, if the presentation does not match their preferences.

Vaičiūnienė (2012) shifted from student attitudes on the overall quality of education to

attitudes related to technology usage. Research had previously not considered how integrating

information technology skills into general education courses could affect student learning. The

researcher found that integrated information literacy and information technology skills into non-

IT courses aided learning, enhanced student attitudes toward technology, and increased overall

outcomes. Moreover, students developed confidence with information technology: “Before the

experiment only some of the students (17.6%) confirmed being able to use multimedia, whereas

at the end of the experiment the majority of the surveyed respondents (62.5%) could apply it in

practice” (2012, 164).

Other researchers wanted to broaden the scope of attitudes and individual situations that

could affect student outcomes through online learning. Moran, Hawkes, and El Gayar (2010)

observed the confluence of expectancies, influences, anxiety, and attitude toward using

technology and its effect on learning. Anxiety had a clear negative correlation with attitude and

outcomes, and student attitudes toward using technology also had a strong correlation (positive

attitudes created positive outcomes and vice versa). Additionally, mandatory versus voluntary

usage had a strong impact on attitudes and outcomes; students who voluntarily chose mobile

THE FOUNDATION 6

online learning accepted and excelled with the technology in a way that mandated participants

did not.

The above research focused largely on traditional college age students (18 to 25 years

old). Wood, Lanuza, Baciu, MacKenzie, and Nosko (2010) opted to concentrate on attitudes

toward technology for older adults and seniors, targeting ages sixty and older. The technology

introduced to the senior participants provided “mechanisms for alleviating some of the physical

and cognitive barriers” that limit the use of computers and also may limit access to learning in

general (p. 836). As expected, negative attitudes like anxiety decreased over time, and positive

attitudes like comfort increased, but attitudes toward computers remained relatively neutral. The

instruction method further impacted outcomes, with scaffolding (student led, building from

individual knowledge levels) preferred over direct instruction (instructor led without particular

attention to current knowledge levels of students).

Gaps in Literature

Each researcher developed their studies to add to the body of knowledge regarding

student success and satisfaction as related to online courses by determining the gaps in the

literature. Multiple researchers found that little to no research questioned student attitudes as a

factor in student success regarding online learning (Carrol & Burke, 2010; Moran, Hawkes, and

El Gayar, 2010). He and Yen (2014) discovered that research often neglected to compare online

and face to face courses on equal footing, ensuring that the course and the instructor were the

same, mitigating the impact of those intervening variables. Surjono (2015) delved into the

relatively new field of adaptive hypermedia, where there is a dearth of information on the effect

of adaptive online tutoring on student learning outcomes. Vaičiūnienė chose to look more closely

at the efficient application of information technologies in the classroom because previous

THE FOUNDATION 7

research had focused on learning outcomes rather than attitudes toward technology in general

(2012). Much of the research on technology in education has leaned toward young adults, so

Wood and colleagues (2010) focused on senior adults, aged sixty and older.

Research Questions

Given that this is a qualitative study and interactions with subjects may influence the

direction of the research, the study does have flexibility in research questions. Prior to collecting

any data, the research questions are as follows:

1) Do positive attitudes toward technology positively impact student achievement?

2) Have previously negative experiences with technology affected student attitudes toward

technology?

3) Do student attitudes tend to change after successfully (or unsuccessfully) completing

other online courses?

4) Are there intervening variables that could affect the achievement of students in online

courses, such as familial situations, work/life balance, or general attitudes toward

learning?

Theory

It is assumed that attitudes toward technology will have some impact on student

outcomes in online courses. The researcher further assumes that positive attitudes toward

technology usage can lead to greater academic achievement, but intervening variables should not

be underestimated. Unfortunately, due to the shortage of research into this particular area, it is

difficult to determine the path the data will draw. The researcher hopes that the data will develop

themes to categorize the results.

THE FOUNDATION 8

References

Carrol, N. E., & Burke, M. (2010). Learning effectiveness using different teaching modalities.

American Journal of Business Education, 3(12), 65-76.

He, W., & Yen, C. (2014). The role of delivery methods on the perceived learning performance

and satisfaction of IT students in software programming courses. Journal of Information

Systems Education, 25(1), 23-33.

Moran, M., Hawkes, M., & El Gayar, O. (2010). Tablet personal computer integration in higher

education: Applying the unified theory of acceptance and use technology model to

understand supporting factors. Journal of Educational Computing Research, 42(1), 79-

101.

Surjono, H. D. (2015). The effects of multimedia and learning style on student achievement in

online electronics course. Turkish Online Journal of Educational Technology - TOJET,

14(1), 116-122.

Vaičiūnienė, V. (2012). Dynamics of students’ performance and attitudes to the use of ICT in

higher education. Vocational Education: Research & Reality, (23), 160-169.

Wood, E., Lanuza, C., Baciu, I., MacKenzie, M., & Nosko, A. (2010). Instructional styles,

attitudes and experiences of seniors in computer workshops. Educational Gerontology,

36(10/11), 834-857. doi:10.1080/03601271003723552