Attitudes in a Web-Supported Learning Environment

Autor/in	Acun, Ismail
Titel	Attitudes in a Web-Supported Learning Environment
Quelle	In: Education, 133 (2013) 4, S.556-563 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Foreign Countries; Web Based Instruction; Student Attitudes; Civil Rights; Democracy; Citizenship Education; Computer Attitudes; Quasiexperimental Design; Student Teachers; Social Studies; Attitude Measures; Measures (Individuals); Universities; Control Groups; Experimental Groups; Correlation; Statistical Significance; Teacher Education; Information Technology; Predictor Variables; Pretests Posttests; Turkey + Suchen Sie Ihr Suchwort? Ausland; Web Based Training; Schülerverhalten; Bürgerrechte; Grundrechte; Zivilrecht; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Gemeinschaftskunde; Messdaten; University; Universität; Korrelation; Lehrerausbildung; Lehrerbildung; Informationstechnologie; Prädiktor; Türkei
Abstract	The aim of the study is to investigate the possible effect of web-supported teaching on students' attitudes on Human Rights, Democracy and Citizenship Education and technology (HRDCE). To examine weather web-supported instruction would make a difference in attitude levels of the subjects, a quasi-experimental design was employed. Subjects of the study were the student teachers of social studies education studying at education faculties of Konya Necmettin Erbakan and Usak Universities, Turkey. A general HRDCE attitude scale, a thematic HRDCE attitude scale and an ICT attitude scale were employed to collect data on student teachers' attitudes. The data was collected at the beginning of the treatment through these instruments. After subjecting experimental group students to a-12-week-long web-supported learning environments, the same scales (as post-test) were applied to all control and experiment groups in both universities. The data was analyzed by using t-test and correlation analysis. There was no statistically significant difference between experimental and control groups in attitudes post-test scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10