A Case of a Laptop Learning Campus: How Do Technology Choices Affect Perceptions?

Autor/inn/en	Percival, Jennifer; Percival, Nathan
Titel	A Case of a Laptop Learning Campus: How Do Technology Choices Affect Perceptions?
Quelle	In: ALT-J: Research in Learning Technology, 17 (2009) 3, S.173-186 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687760903247633
Schlagwörter	Electronic Learning; Undergraduate Students; Investment; Information Technology; Educational Technology; Liberal Arts; Engineering; Sciences; Social Sciences; Cost Effectiveness; Intellectual Disciplines; Program Implementation; Program Effectiveness; Student Attitudes; College Faculty; Teacher Attitudes; Surveys; Barriers; Foreign Countries; Laptop Computers; Internet; Computer Software; Technology Integration; Integrated Learning Systems; Web Based Instruction; Online Courses; Canada + Suchen Sie Ihr Suchwort? Investments; Geldanlage; Investiton; Informationstechnologie; Unterrichtsmedien; Maschinenbau; Science; Wissenschaft; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Geisteswissenschaften; Schülerverhalten; Fakultät; Lehrerverhalten; Survey; Umfrage; Befragung; Ausland; Laptop computer; Laptop; Computer; Digitalrechner; Web Based Training; Online course; Online-Kurs; Kanada
Abstract	Laptop learning programs have been developed to create ubiquitous online learning environments. Given the infancy of many programs, there is little understanding of aspects of the program are perceived to provide value to faculty and students. This paper focuses on the value proposition (with respect to perceived benefits versus capital investment) for undergraduate students in a mandatory, campus-wide, comprehensive laptop learning program. Results indicate that the perceived value of the laptop for technical programs such as science, engineering, and information technology, and liberal arts programs such as business and criminology, justice, and policy studies are significantly different. This difference results in a clear need to use different laptop learning models for each type of program and that a single campus-wide model will likely prove unsatisfactory for most students. A need to better communicate the true value of industry-specific software and skills acquisition is also highlighted. (Contains 3 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10