A Quantitative Examination of Generational Differences in e-Learning at a Hispanic-Serving Institution

Autor/inn/en	Pan, Cheng-Chang; Pierre Lu, Ming-Tsan
Titel	A Quantitative Examination of Generational Differences in e-Learning at a Hispanic-Serving Institution
Quelle	In: International Journal of Technology in Teaching and Learning, 11 (2015) 2, S.115-129 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2576
Schlagwörter	Generational Differences; Electronic Learning; Educational Technology; Hispanic American Students; Racial Composition; Colleges; Age Differences; Delivery Systems; Graduate Students; Undergraduate Students; Student Characteristics; Teaching Methods; Technological Literacy; Mexican Americans; Texas + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; College; Hochschule; Fachhochschule; Age; Difference; Age difference; Altersunterschied; Auslieferung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen
Abstract	This quantitative inquiry aimed to investigate plausible generational differences among Hispanic learners in the context of e-learning. The investigation examined students' technology ability, learning activity preference, attitude towards technology use, and instructional strategy orientation at a Hispanic-serving institution (HSI) of higher education along the southern border with Mexico. The researchers studied whether age is the dominant factor affecting learners' technology ability, learning activity preference, attitude towards technology use, and instructional strategy orientation after controlling for students' preferred course delivery mode and academic status. Limitations and recommendations were addressed. (As Provided).
Anmerkungen	International Journal of Technology and Learning. Web site: https://sicet.org/main/journals/ijtt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01