Assessing Students' Attitudes Towards Web-Based Learning Resources as Perceived by Ccit Students of Isu
RESEARCH TITLE : Assessing Students' Attitudes Towards Web-based Learning Resources as Perceived by CCIT Students of ISU Cauayan Campus
Assessing Students' Attitudes Towards Web-based
Learning Resources as Perceived by CCIT Students of
ISU Cauayan Campus
I. RATIONALE
The potential added value of Web-based learning (or similar designations, such as “virtual learning”, “technology-based learning”, or “online learning”) compared to teacher- and textbook-based instruction lies in helping learners to acquire the right knowledge and skills in order to function as active, self-reflected, and collaborative learners (Govindasamy, 2002; Hamid, 2002). However, this cannot be realized without a change from learning environments in which the teacher and the textbook structure the learning process, towards learning environments in which the students themselves control, under the guidance of the teacher, the order in which they learn and perform activities based on their needs (Erstad, 2006; Wilson, 1998). Web-based learning resources (WBLRs) have the potential to support a learning environment in which students explore knowledge and enhance their learning (Combes & Valli, 2007).
II. OBJECTIVES
The purpose of this study is to assess students' attitudes towards web-based learning resources. Specifically, the study will assess the
(a) differences in attitude change, towards the CCIT class, for students using web-based resources and those using traditional textbooks;
(b) differences in attitude change, towards computer technology, for students using web-based resources and those using traditional textbooks and
(c) if age, gender, level in college, owning a personal computer, Internet accessibility at home, hours spent on the Internet per day, Internet time used for class work and percentage of project time used on the Internet, were predictors of attitude .
III. EXPECTED OUTPUT
1. There will be no difference
Assessing Students' Attitudes Towards Web-based
Learning Resources as Perceived by CCIT Students of
ISU Cauayan Campus
I. RATIONALE
The potential added value of Web-based learning (or similar designations, such as “virtual learning”, “technology-based learning”, or “online learning”) compared to teacher- and textbook-based instruction lies in helping learners to acquire the right knowledge and skills in order to function as active, self-reflected, and collaborative learners (Govindasamy, 2002; Hamid, 2002). However, this cannot be realized without a change from learning environments in which the teacher and the textbook structure the learning process, towards learning environments in which the students themselves control, under the guidance of the teacher, the order in which they learn and perform activities based on their needs (Erstad, 2006; Wilson, 1998). Web-based learning resources (WBLRs) have the potential to support a learning environment in which students explore knowledge and enhance their learning (Combes & Valli, 2007).
II. OBJECTIVES
The purpose of this study is to assess students' attitudes towards web-based learning resources. Specifically, the study will assess the
(a) differences in attitude change, towards the CCIT class, for students using web-based resources and those using traditional textbooks;
(b) differences in attitude change, towards computer technology, for students using web-based resources and those using traditional textbooks and
(c) if age, gender, level in college, owning a personal computer, Internet accessibility at home, hours spent on the Internet per day, Internet time used for class work and percentage of project time used on the Internet, were predictors of attitude .
III. EXPECTED OUTPUT
1. There will be no difference