Internet Self-Efficacy Does Not Predict Student Use of Internet-Mediated Educational Technology Article By: Tom Buchanan, Sanjay Joban, and Alan Porter Research In Learning Technology Vol 22, 2014 Presented By: Beth Cox

Introduction There is an increase in enthusiasm for technology-enhanced learning through online activities on college campuses. There is considerable interest in more interactive technologies such as blogs, wikis, and social media. The technological tools, described as Web 2.0 technologies, can be very important when using online and distance learning courses. It is very common to see traditional, in-person, contact-based courses supported by Virtual Learning Environment(VLE) such as Blackboard or Moodle.

Assumptions About Technology-enhanced learning Two assumptions can be made for the push to use electronic resources to support learning: Technology does in fact support learning. The students will actually use these electronic tools.

Differential Use of Information Technology Technology Acceptance Model(TAM), seek to explain user adoption of technology and its perceived ease of use. Psychological variables influence the extent to which people use technology. While some students have embraced the new technology, others have not. Many people benefit from the internet, however, they do not utilize it very often, if in fact, at all after the initial attempt.

Internet Self-Efficacy (ISE) The belief in one’s own ability to complete a task, the more confidence the more likely one will be to attempt the task. In the TAM formula, the key components are; perceived ease of use and perceived usefulness

ISE and Learning Technologies It is possible that students with higher levels of ISE would perceive VLE and other online tools as easier to use. Those student with low levels of ISE are reluctant to use e-learning. There are indicators that constructs related to ISE have an influence on attitudes and influence attitudes toward e-learning Appropriate training can improve one’s attitude toward understanding e- learning.

The Goal The goal of this research article is to investigate the relationship of ISE and the use of educational technology. ISE is building on research that demonstrates a correlation between ISE and behavioral intentions by looking at actual behavior. The hypothesis: ISE would have a direct association with the use of various components of VLE use on college campuses.

Two Studies were Given to Students to Measure ISE and the use of Educational Online Activity Study Number One examined a correlation of the use of learning technologies among first year undergraduate students lab class for a Basic IT Skills for Psychology class. Students were introduced to many form of educational technologies through the VLE like Blackboard, and other forms used by the college. Students were required to keep a personal blog about their experiences throughout the course. The students also worked in groups to create a PowerPoint presentation using wiki that was set up ahead of time specifically for the purpose of the PowerPoint presentation for the group of students. Study Number Two was again conducted using the same Basic IT skills psychology class. Study Number Two was given a year later but using a different sample of cohort of students.

Method Study One: Data was collected at the end of the semester after all activities were completed by the students. Participants were given credit toward the department of Research Participation Scheme. Study Two: questionnaires were given at the beginning and end of the course. The same activities for study one was given during the second study. Student use was objectively recorded by examining the VLE logfiles.

Participants Both studies used first year psychology students who had registered for IT skills course. The course was mandatory for all students, so there was a mix of students with high and low levels of proficiency of prior IT experience.

Study One Participants 86 students 73 women 11 men 2 did not state gender Age range was from with median age of students had access to internet outside of the university 54 students gave permission for researchers to look at the VLE activity 54 students gave permission to look at their grades to use for analysis.

Study Two Participants First Phase 137 students 116 women 21 men Age range was from with the median age of years. The majority of students had internet services available outside of the college. 98 students gave permission to look at their VLE activity

Study Two Participants Cont. Second Phase 104 students 83 women 18 men Age range from median age was years 97.96% had internet access outside of the college 78 students completed the questionnaires.

Measures In both studies ISE was measured using an eight item scale where respondents are asked to indicate on seven point scales from strongly disagree to strongly agree to the extent they feel confident performing various internet –related activities. 6 item questionnaire addressed attitudes to blogs How useful did you find the wiki as part of your studies on this module? 2. How much do you think you engaged with the wiki (in terms of how much you used it)? 3. How much did you like using the wiki as part of your studies on this module? 4. Do you think you would have used the wiki if it had been available to you, but not compulsory to use? 5. Would you like to use wikis again in the future, as part of your studies? 6. Would you like to use wikis again in the future, as part of your life outside University

Measures Cont. The VLE use was measured by noting the number of entries each student had made on their blog and edits they had made to their group wiki work.

Results Study One: The only significant correlation is that ISE and weekly hours spent online: people who spent more time online had a higher ISE score. There were no significant associations between ISE and attitudes to wikis, blogs, or the extent to which these technologies were used, nor were there any significant relationship with any of the students’ assessment grades.

Results Study Two: With the data that was provided at the beginning and the end of the course, the repeated measures indicated a significant increase in ISE, which proves that more training in internet skills will increase ISE. No significant changes in ISE in behavior or attitudes other than online activities, but not really linked to educational technology. There were positive attitudes toward wikis as measured by wiki edits. Discussion boards also showed an increase in ISE as measured by the number of time students accessed the discussion boards.

Discussion There is no findings that suggest ISE is important influence in the use of online educational technology, but personal online activity may be influenced by ISE. Attitudes toward educational technology can improve by increasing more online activity, which was demonstrated with the wikis and discussion boards. This research also indicated no significant increase in ISE even with the digital training skills.