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ERIC Number: EJ1108019
Record Type: Journal
Publication Date: 2016-Aug
Pages: 19
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1042-1629
Attitudes toward Learning Oral Communication Skills Online: The Importance of Intrinsic Interest and Student-Instructor Differences
Harris, Keith M.; Phelan, Liam; McBain, Bonnie; Archer, Jennifer; Drew, Antony J.; James, Carole
Educational Technology Research and Development, v64 n4 p591-609 Aug 2016
This study examined and compared attitudes of both students and instructors, motivated by an interest in improving the development and delivery of online oral communication learning (OOCL). Few studies have compared student and instructor attitudes toward learning technologies, and no known studies have conducted item response theory (IRT) analyses on these factors. Two independent and anonymous surveys resulted in 255 participants (124 university students, and 131 instructors). Exploratory factor analyses produced final item sets and a two-factor model for student attitudes (Technology Self-efficacy [TSE], and Positive Attitudes [PA]), and a three-factor model for instructors (TSE, Behavioral Intentions, and PA). The OOCL attitude factors showed strong validity through both IRT and classical test theory analyses. Comparisons between students and instructors showed students generally had higher TSE and more positive attitudes towards OOCL. The attitudes most relevant to OOCL were intrinsic interest, behavioral intentions, and perceived usefulness of the technology. This study revealed that technological self-efficacy may be useful for differentiating students and instructors, but not for assessing OOCL attitudes. Further development in this field could focus on the improvement of instructors' attitudes and skills, as well as exploring the role of intrinsic interest.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A