You are here:

Students' Use of Online Resources to Enhance Learning Endeavors
ARTICLE

, , Universitas Tanjungpura, Pontianak, Indonesia

IJVPLE Volume 7, Number 2, ISSN 1947-8518 Publisher: IGI Global

Abstract

Although a relative abundance of studies are published about technology and its potentials in education, there is a marked lack of evidence-based research perspectives depicting what-learners-actually-do in ICT-rich environments. This study examined Indonesian university students' use of ICTs in their independent learning endeavors. It was designed as a multiple case study with two phases, survey and interviews. The data revealed that the students pursued mixed experiences and feelings, both optimistic and distracted when collecting information online. While they enjoyed easy access to information, they felt overwhelmed with irrelevant activities that they called unconstructive learning. Self-regulation became the key success to their learning. Those who could control their exploration would gain maximum results.

Citation

Salam, U. & Sulissusiawan, A. (2017). Students' Use of Online Resources to Enhance Learning Endeavors. International Journal of Virtual and Personal Learning Environments, 7(2), 44-53. IGI Global. Retrieved August 7, 2024 from .

Keywords

References

View References & Citations Map
  1. Anderson, T.D. (2007). Relevant Intra-Actions in Networked Environments. In D. Goh & S. Foo (Eds.), Social information retrieval system: Emerging technologies and applications for searching the Web effectively (pp. 230-251). Hershey: IGI Global.
  2. Bellhäuser, H., Lösch, T., Winter, C., & Schmitz, B. (2016). Applying a web-based training to foster self-regulated learning— Effects of an intervention for large numbers of participants. The Internet and Higher Education, 31, 87–100. Doi:10.1016/J.iheduc.2016.07.002
  3. Bonk, C.J. (2009). The world is open: How Web technology is revolutionizing education. San Francisco: Jossey-Bass.
  4. Bowker, G.C. (2007). The Past and the Internet. In J. Karaganis (Ed.), Structures of Participation in Digital Culture (pp. 20–36). New York: Social Science Research Council.
  5. Bruner, J.S. (1996). The Culture of Education. Cambridge: Harvard University Press.
  6. Chang, C.-C. (2003). Towards a distributed web-based learning community. Innovations in Education and Teaching International, 40(1), 27–42. Doi:10.1080/1355800032000038831
  7. Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America (2nd ed.). New York: Teachers College Press.
  8. Dutton, W.H., Cheong, P.H., & Park, A. (2004). An Ecology of Constraints on e-Learning in Higher Education: The Case of a Virtual Learning Environment. Prometheus, 22(2), 131–149.
  9. Fox, R. (2001). Constructivism examined. Oxford Review of Education, 27(1), 23–35.
  10. Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51, 652–663.
  11. Gay, G., & Hembrooke, H. (2004). Activity-Centered Design: An Ecological Approach to Designing Smart Tools and Usable Systems. Cambridge: The MIT Press.
  12. Goodchild, T. (2018). Does technology really enhance nurse education? Nurse Education Today, 66, 69–72.
  13. Grimes, D.J., & Boening, C.H. (2001). Worries with the Web: A Look at student use of Web resources. College& Research Libraries, 62(1), 11–21. Doi:10.5860/crl.62.1.11
  14. Gupta, N., & Irwin, J.D. (2016). In-class distractions: The role of Facebook and the primary learning task. Computers in Human Behavior, 55, 1165–1178.
  15. Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students’ perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1–9. Doi:10.1016/J.Iheduc.2015.02.004
  16. Hiltz, S.R. (1994). The Virtual Classroom: Learning without limits via computer networks. Norwood, NJ, USA: Ablex Publishing Corporation.
  17. Hou, H.-T., Wang, S.-M., Lin, P.-C., & Chang, K.-E. (2015). Exploring the learner’s knowledge construction and cognitive patterns of different asynchronous platforms: Comparison of an online discussion forum and Facebook. Innovations in Education and Teaching International, 52(6), 610–620.
  18. Iqbal, A., Kankaanranta, M., & Neittaanmäki, P. (2010). Engaging learners through virtual worlds. Procedia: Social and Behavioral Sciences, 2(2), 3198–3205.
  19. Kaptelinin, V., & Nardi, B.A. (2006). Acting with technology: Activity theory and interaction design. Cambridge: The MIT Press. International Journal of Virtual and Personal Learning Environments Volume 7 • Issue 2 • July-December 2017
  20. Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703–723.
  21. Laine, T.H., & Nygren, E. (2016). Active and passive technology integration: A novel approach for managing technology’s influence on learning experiences in context-aware learning spaces. Technology, Pedagogy and Education, 25(1), 19–37. Doi:10.1080/1475939X.2014.945475
  22. Laurillard, D. (2002). Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies (2nd ed.). New York: Routledge Falmer.
  23. Leontiev, A.N., & Asnin, V.I. (2005). Transference of Action as a Function of Intellect: A Study of the Intellectual Activity of the Child Using a Variable Problem Box. Journal of Russian& East European Psychology, 43(4), 29–33.
  24. Martono, M., & Salam, U. (2017). Students’ Learning in Asynchronous Discussion Forums: A Meta-Analysis. Computer Assisted Language Learning, 34(2), 12–20.
  25. Mayordomo, R.M., & Onrubia, J. (2015). Work coordination and collaborative knowledge construction in a small group collaborative virtual task. The Internet and Higher Education, 25, 96–104. Doi:10.1016/J.Iheduc.2015.02.003
  26. McLuckie, J., & Topping, K.J. (2004). Transferable skills for online peer learning. Assessment& Evaluation in Higher Education, 29(5), 563–584. Doi:10.1080/02602930410001689144Merriënboer,J.V.(2016).Howpeople learn. In N. Rushby & D.W. Surry (Eds.), The Wiley handbook of learning technology (pp. 15–34). Oxford: John Wiley& Sons. Doi:10.1002/9781118736494.ch2
  27. Mon, L. (2010). Communication and Education in a Virtual World: Avatar-Mediated Teaching and Learning in Second Life. International Journal of Virtual and Personal Learning Environments, 1(2), 1–15. Doi:10.4018/jvple.2010040101
  28. Morgan, M., Brickell, G., & Harper, B. (2008). Applying distributed cognition theory to the redesign of the ‘Copy and Paste’ function in order to promote appropriate learning outcomes. Computers& Education, 50(1), 125–147. Doi:10.1016/J.compedu.2006.04.006
  29. Noel, L. (2015). Using Blogs to Create a Constructivist Learning Environment. Procedia: Social and Behavioral Sciences, 174, 617–621.
  30. Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1–10. Doi:10.1016/J.iheduc.2014.10.002
  31. Razek, M.A., Frasson, C., & Kaltenbach, M. (2006). Dominant Meanings Approach Towards Individualized Web Search for Learning Environments. In G.D. Magoulas& S.Y. Chen (Eds.), Advances in web-based education: personalized learning environments (pp. 46–69). Hershey: Information Science Publishing.
  32. Reis, R.C.D., Isotani, S., Rodriguez, C.L., Lyra, K.T., Jaques, P.A., & Bittencourt, I.I. (2018). Affective states in computer-supported collaborative learning: Studying the past to drive the future. Computers& Education, 120, 29–50. Doi:10.1016/J.compedu.2018.01.015
  33. Sundaram, R. (2007). Other Networks: Media Urbanism and the Culture of the Copy in South Asia. In J. Karaganis (Ed.), Structures of Participation in Digital Culture (pp. 48–72). New York: Social Science Research Council.
  34. Sutinen, E. (2013). Emerging dimensions of learning. In R. Huang, Kinshuk& J.M. Spector (Eds.), Reshaping learning: Frontiers of learning technology in a global context (pp. 43-70). Heidelberg: Springer.
  35. Symeonides, R., & Childs, C. (2015). The personal experience of online learning: An interpretative phenomenological analysis. Computers in Human Behavior, 51, 539–545.
  36. Tsivitanidou, O.E., & Constantinou, C.P. (2016). A study of students’ heuristics and strategy patterns in web-based reciprocal peer assessment for science learning. The Internet and Higher Education, 29, 12–22.
  37. Veranika, F., Salam, U., & Sumarni. (2014). The use of online discussion to support students’cognitive engagement in language learning. Jurnal Pendidikan dan Pembelajaran, 3(2).
  38. Wang, Y.M., & Artero, M. (2005). Caught in the Web: University student use of Web resources. Educational Media International, 42(1), 71–82. Doi:10.1080/09523980500116670
  39. Weasenforth, D., Biesenbach-Lucas, S., & Meloni, C. (2002). Realizing Constructivist Objectives Through Collaborative Technologies: Threaded Discussions. Language Learning& Technology, 6(3), 58–86.
  40. Weston, T.J. (2005). Why Faculty Did—and Did Not—Integrate Instructional Software in Their Undergraduate Classrooms. Innovative Higher Education, 30(2), 99–115. Doi:10.1007/s10755-005-5013-4
  41. Yin, R.K. (2014). Case study research: Design and methods (5th ed.). Los Angeles: Sage Publication. Ahadi Sulissusiawan received his master in Language Education in 1998.He studied teachers’ language characteristics in the teaching processes. He continued his study in University of Malaya in Malaysia to obtain his Ph.D in 2014. He has been teaching Indonesian Language for almost 30 years. Urai Salam received his master in Computer-Assisted Language Learning from The University of Melbourne,

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Pages You've Visited

Abstracts