Psychological Aspects of E-Learning 2.0

Patrycja RudnickaInstitute of Psychology, University of SilesiaKatowice, Poland

Psychological Aspects of e-Learning 2.0 Psychological Aspects of e-Learning 2.0

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Emerging Educational Environments• Based on new technologies

• Web 2.0• Second Life• On-line games

• Based on different teaching and learning approach

• User centered learning• Collaborative social learning• Informal learning

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e-Learning 2.0

1.01.0 Web-based LearningBlended LearningComputer-based LearningCorrespondence Distant LearningF2F Learning

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e-Learning 2.0

2.02.0

1.01.0Web-based LearningBlended Learning

ePortfolio

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ePortfolio

e-Learning 2.0

2.02.0

1.01.0

3.0?3.0?

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Differences?

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Differences?

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Why e-Learning 1.0 is not enough anymore?

• Everyday users experience• Divide between digital natives and

immigrants• Technology evolution• Demands of Digital Age and modern world

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Psychology of e-learning

The psychology of e-learning is interdisciplinary field of

study concerning on people’s psychological factors,

psychological processes and mechanisms important for

effective learning with information technologies

(Yan, Hao, Hobbs & Wen, 2003)

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Psychological aspects of e-Learning 2.0• Environment and its features (collaborative

spaces, 3D virtual worlds)• How do users perceive them?• Why do they use them?

• Characteristics of users• Personal differences (learning and cognitive styles,

innovative orientation, technology acceptance, web and e-learning experience)

• Skills and competencies

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Psychological aspects of e-Learning 2.0

• Characteristic of the learning process• Teachers / Students roles• How do students and teachers use technology?• Effectiveness

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Psychological aspects of e-Learning 2.0• Environment and its features (collaborative spaces, 3D

virtual worlds)

• How do users perceive them?

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StudyCognitive representation of technological tool (Penna

& Stara, 2007)

Study design:• Description of e-learning 2.0 (features, competences)• Course developement• Measurement (phase I & II)• Mixed model – questionnaire & focus group

interviews

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2.0

collectivity

web / archipelago

diffusion

openness

shared cloud

learner centered design

social learning

personal

multimodality

exponential

1.0

connectivity

system

centralization

limitation

hierarchy

instructor-led experience

instructional packets

linear

text-based

static

Description

(Karrer, 2006; Rudnicka, 2008)

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Competencies

informationinformation

knowledgeknowledge

communities

communities

social learning

social learning

creation

creation

write/read web

write/read web

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Competencies

informationinformation

knowledgeknowledge

communities

communities

social learning

social learning

creation

creation

write/read web

write/read web

selection

assessment

pattern cognition

synthesis-analysis shifting

communication

sharing

cooperation

personal information management

content creation

remix mash up

technological competencies

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Method

• Focus Group Interviews• 1-1,5h (recorded, coded, analysed)

• Questionnaire• Web use patterns• Internet Self-Efficacy (Compeau & Higgins, 1995;

Rudnicka, 2007)• TAM - Perceived Usefulness and Perceived Ease of

Use (Davis, 1989)

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Sample

• N = 30 (80%, 20%)• 3rd year psychology students• blended learning freshmens

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Results

• Basic characteristics – Internet use:

• experience > 5 years• everyday use• average time 2-4h/day, 7-14h/week

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• Basic characteristics – e-learning acceptance and self-efficacy:

• Perceived Usefulness (M = 3,3) • Perceived Ease of Use (M = 3,7)• Internet Self Efficacy (M = 72,53)

Results

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Results - E-learning connotations

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Results - Categories

• Software (46)• Positive qualities (32)• Demands toward learner (20)• Hardware (14)• Negative qualities (8)

• Based on specific experiences (6)

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Results - Categories

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References:

• Karrer, T. (2006) What is eLearning 2.0? http://elearningtech.blogspot.com/2006/02/what-is-elearning-20.html

• Penna, M. & Stara, V. (2007). The failure of e-learning: why should we use a learner centred design. Journal of e-Learning and Knowledge Society, 3(2), 127-135.

• Rudnicka, P. (forthcoming). Psychology, Education and Web 2.0. In: A. Maj & M. Derda-Nowakowski (eds.). McLuhan Codes. Katowice: ExMachina.

• Yan, Z.; Hao, H.; Hobbs, J.L., & Wen, N. (2003). The psychology of e-learning: A field of study. Journal of Educational Computing Research, 29 (3), 285-296.

• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 318 340. ‑

• Compeau, D. R. & Higgins, C. A. (1995). Computer self efficacy: Development of a measure and initial test.‑ MIS Quarterly, 19(2), 189-211.

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Thank you

patrycja.rudnicka@us.edu.pl

Thank youThank you