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Non-Traditional Students' Preferences for Learning Technologies and Impacts on Academic Self-Efficacy

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Title: Non-Traditional Students' Preferences for Learning Technologies and Impacts on Academic Self-Efficacy
Language: English
Authors: Karen Sutherland (ORCID 0000-0002-9760-1173), Ginna Brock, Margarietha. J. de Villiers Scheepers, Prudence M. Millear, Sherelle Norman, Tim Strohfeldt, Terri Downer, Nicole Masters, Alison. L. Black
Source: Journal of Computing in Higher Education. 2024 36(2):298-319.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, COVID-19, Pandemics, Online Courses, Higher Education, Barriers, Technology Integration, Nontraditional Students, Self Efficacy, Student Attitudes, Preferences, Undergraduate Students, Teaching Methods, Technology Uses in Education, Educational Technology, Foreign Countries
Geographic Terms: Australia
DOI: 10.1007/s12528-023-09354-5
ISSN: 1042-1726
1867-1233
Abstract: Blended Learning (BL) as a pedagogical approach has increased in significance during the COVID-19 pandemic, with blended and online learning environments becoming the new digital norm for higher educational institutions around the globe. While BL has been discussed in the literature for thirty years, a common approach has been to categorise learner cohorts to support educators in better understanding students' relationships with learning technologies. This approach, largely unsupported by empirical evidence, has failed to adequately address the challenges of integrating learning technologies to fit with non-traditional students' preferences, their BL self-efficacy and the associated pedagogical implications. Focusing on student preference, our study presents findings from a pre-COVID survey of undergraduate students across four campuses of an Australian regional university where students shared their learning technology preferences and the self-regulated learning that influenced their academic self-efficacy in a BL context. Findings show students want consistency, relevance, and effectiveness with the use of BL tools, with a preference for lecture recordings and video resources to support their learning, while email and Facebook Messenger were preferred for communicating with peers and academic staff. Our study suggests a quality BL environment facilitates self-regulated learning using fit-for-purpose technological applications. Academic self-efficacy for BL can increase when students perceive the educational technologies used by their institution are sufficient for their learning needs.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429615
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Karen+Sutherland%22">Karen Sutherland</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9760-1173">0000-0002-9760-1173</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ginna+Brock%22">Ginna Brock</searchLink><br /><searchLink fieldCode="AR" term="%22Margarietha%2E+J%2E+de+Villiers+Scheepers%22">Margarietha. J. de Villiers Scheepers</searchLink><br /><searchLink fieldCode="AR" term="%22Prudence+M%2E+Millear%22">Prudence M. Millear</searchLink><br /><searchLink fieldCode="AR" term="%22Sherelle+Norman%22">Sherelle Norman</searchLink><br /><searchLink fieldCode="AR" term="%22Tim+Strohfeldt%22">Tim Strohfeldt</searchLink><br /><searchLink fieldCode="AR" term="%22Terri+Downer%22">Terri Downer</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Masters%22">Nicole Masters</searchLink><br /><searchLink fieldCode="AR" term="%22Alison%2E+L%2E+Black%22">Alison. L. Black</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computing+in+Higher+Education%22"><i>Journal of Computing in Higher Education</i></searchLink>. 2024 36(2):298-319.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Blended Learning (BL) as a pedagogical approach has increased in significance during the COVID-19 pandemic, with blended and online learning environments becoming the new digital norm for higher educational institutions around the globe. While BL has been discussed in the literature for thirty years, a common approach has been to categorise learner cohorts to support educators in better understanding students' relationships with learning technologies. This approach, largely unsupported by empirical evidence, has failed to adequately address the challenges of integrating learning technologies to fit with non-traditional students' preferences, their BL self-efficacy and the associated pedagogical implications. Focusing on student preference, our study presents findings from a pre-COVID survey of undergraduate students across four campuses of an Australian regional university where students shared their learning technology preferences and the self-regulated learning that influenced their academic self-efficacy in a BL context. Findings show students want consistency, relevance, and effectiveness with the use of BL tools, with a preference for lecture recordings and video resources to support their learning, while email and Facebook Messenger were preferred for communicating with peers and academic staff. Our study suggests a quality BL environment facilitates self-regulated learning using fit-for-purpose technological applications. Academic self-efficacy for BL can increase when students perceive the educational technologies used by their institution are sufficient for their learning needs.
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