The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. ![]() Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. Based on the "Technology Acceptance Model" (TAM Davis, Bagozzi, & Warshaw, 1989) we analyzed "external variables" (e.g., computer-anxiety) that influence technology acceptance and the "actual system use" in form of self-regulated learning. ![]() The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios.
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