ATTITUDE OF PUPIL TEACHERS TOWARDS E-LEARNING
Swati Sangwan (M.Ed student) BCM College of Education, Ludhiana
Mrs. Ritu Dang (Lecturer) BCM College of Education, Ludhiana
Abstract
Key words- Attitude, E-learning
INTRODUCTION
Education is the complete development of individuality so that one can make an original contribution to human life. Education alone differentiates between animal and man. Education enables a person to face reality with adequate knowledge intellect and wisdom. Time to time educational technologies enhance the knowledge of human beings. If we go back even a hundred years from now and compare the development during that span we come across amazing advancements in science and technology, commerce, health care and transport and education is the crux of all these developments.
Twenty first century through out the world is known as the age of information technology. The focus of all educational policies and reforms in the recent years has been on technology and how it can transform the system of education in our country. The inception of E-learning is a great leap in teaching and learning activities of civilized society. Now, education knocks at the door of learners with E-learning as one of its component. With emphasis on providing quality education and creating world class leaders, the focus in education has now shifted from traditional teaching to transformation of class rooms into centers of learning where learners and educators adapt in using and mastering technology as a tool for teaching and learning which helps to prepare pupil teachers to become techno- literate citizens. For this attitude towards E-learning needs to be developed in the field of education to enhance the quality of learning outcomes.
ATTITUDE
Attitude is the state of mind on the basis of previous experiences. Attitude constitutes the central part of our thinking and mentality. Attitude may be said as a feeling or disposition to favor or to go against an object, idea, person, or group. In this connection, one may study attitudes which may be a matter of degree of approval or disapproval. Attitude has been defined as ideas with emotions, content, important beliefs, prejudices, biases, predispositions and a state of readiness. They have intellectual, biological, social and emotional component that are derived from experience and exercise a determining influence upon behaviour. So an Attitude can be defined as a combination of cognitive, affective and behavior disposition directed towards a person, idea and object. The development of attitude takes place with the aggregation or gaining of new experience and their emulation or modification with already existed experience. Attitude is readiness to react to situations, persons or a thing in a manner in harmony with habitual patterns of response conditioned to or associates with their stimuli. Link Michael Thomas and Marz Richard (2006) conducted a study, “computer literacy and attitude towards E-learning among first year medical students”. He found that great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material. There is also a consistently significant low gender difference in student attitudes towards E-learning. Svirko Elena, mellanby Jane (2008) conducted a study,” Attitudes to E-learning, learning style and achievement in learning neuroanatomy by medical students”. They found that students have less deep approach to learning for the CAL
FORMATION OF ATTITUDE
It's very log curiously to know how the attitudes are required. In this direction, four such type of situations, based on the view of famous psychologist Allport, is to be discussed, through which attitude is to be formed.
1. Integration of experience: Integration of all experience towards the particular object or individual.
2. Differentiation of experiences: Having acquired the new experience, they were contrasted with pre- acquired experiences. If recent experiences are more interesting and powerful then they bring amendments in the old experiences or give rise to entirely different type of attitude.
3. Trauma and dramatic experience: Some accidental happening or immediate particular experiences give birth to attitude. Expectantly, they seem to be more intense.
4. The adoption of available attitude: various attitudes which already exist are developed with the suggestions of friends, teachers, parents, and other members of the society.
E-LEARNING
E-learning is used to define a specific mode of learning through a course or program of study where the students rarely or never meet face-to-face, nor access on-campus educational facilities. E-learning is technology oriented tool to facilitate learning environment which covers a wide set of applications of computer based learning, web based learning, virtual classroom and digital collaboration. E-learning is the necessity of modern age because it has flexibility, and the learner uses his ability to work at one’s own pace. E-learning is asynchronous which allows learner to participate and complete course work in accordance with their daily commitments. This makes E-learning educationally viable option even for those who have other commitments such as family and work. It provides a platform for virtual and uninterrupted learning through distance mode.
Thus E-learning can be conceived as ‘learning facilitated and supported through the use of information and communication technology’ resources to provide novel ways to learn. This is that phase where our life and education slow down without ‘E’ learning may be learning e-mail, e-banking, e-commerce etc. E-learning is the wealth of information, resource material and connects all corners of world through World Wide Web and related technical devices. The inception of E-learning is the necessity of modern education. Sue Whittaker (2006) conducted a study on, “Attitude Towards E-learning: E-learning case study”. He found that participants were positive about the potential for E-learning and enthusiastic about what this would mean for themselves and their colleagues. They saw the advantages for being able to teach more students, disseminate information more effectively and use online discussion groups. Chudasama K Rajesh, Godara K Naresh, Shrivastana K. Ratan (2009) conducted a study on ‘Assessing Computer literacy and attitude towards E- learning aiming final year medical students’. They found that there exists high interest and positive attitude of medical student in E-learning.
OBJECTIVES
1 .To study the difference in attitude between Male and Female Pupil Teachers towards E-learning.
2 .To study the difference in attitude of Science and Humanities Group Pupil Teachers towards E-learning.
3. To study the interactional effect of Subject combination and Gender’s attitude towards E-learning.
HYPOTHESES
1. There exists no significant difference in the attitude of Male and Female Pupil Teachers towards E-learning.
2. There exists no significant difference in the attitude of Science and Humanities Group Pupil Teachers towards E-learning.
3. There exists no significant two factor interactional effect of Subject combination and Gender on attitude towards E-learning.
METHODOLOGY: Tools used: . Following tools were used:
(1) Attitude towards E-learning scale by Dr. Ramesh Sandhu and Kumari Samta (2009).
Sample: In this study sample consists of 200 pupil teachers in which 100 are male and 100 are female pupil teachers. This sample is selected conveniently from aided and non aided educational colleges of Ludhiana
Design: The present study is descriptive in nature. To carry out the above said exploration and to meet objectives of the study Descriptive survey method of investigation was employed. The study was completed in one phase. The statistical treatment was given to arrive at results. Descriptive statistics namely mean, median, mode, skewness, kurtosis, standard deviation, ANOVA were calculated.
ANALYSIS AND INTERPRETATION OF DATA
In order to study the attitude of pupil teachers towards E-learning , the data were analyzed and statistically interpreted to draw meaningful conclusions after examine various hypotheses.
Table- 1
ANALYSIS OF VARIANCE
Sources of variance | Sum of squares(SS) | Degree of freedom(df) | Mean squares(MS) | F-ratio | Level of significance |
Gender(A) | 11.56 | 1 | 11.56 | 2.81 | NS |
Subject(B) | 6.15 | 1 | 6.15 | 1.50 | NS |
Gender & Subject(A*B) | 2.13 | 1 | 2.13 | 0.51 | NS |
The calculated value of F-ratio for main effect of variable A i.e. Gender is 2.82 which is less than the table value of 3.89 against 1/196 degree of freedom at 0.05 level. It shows that Gender as a single variable does not affect attitude towards E-learning. Thus there is no significant difference in attitude towards E-learning between male and female. The mean score of attitude towards E-learning of male is 167.43 and mean score of attitude of female is 170.83.Whatever the difference in the mean score of attitude towards E-learning between male and female exits may be due to sampling error. Hence we can say that gender have no impact on attitude towards E-learning. Thus the hypothesis 1 that there exists no significant difference in the attitude towards E-learning between male and female pupil teachers is not rejected.
The calculated value of F-ratio for main effect of variable B i.e. Subject combination is 1.5 which is less than the table value of 3.89 against 1/196 degree of freedom at 0.05 level. It shows that Subject combination as a single variable does not affect attitude towards E-learning. Thus there is no significant difference in attitude towards E-learning between science and humanities. The mean score of attitude towards E-learning of science group is 170.37 and mean score of attitude of humanities group is 167.89.Whatever the difference in the mean score of attitude towards E-learning between science and humanities group exits may be due to sampling error. Hence we can say that subject combination have no effect on attitude towards E-learning. Thus the hypothesis 2 stating that there exists no significant difference in the attitude towards E-learning between science and humanities group pupil teachers is not rejected.
The interactional effect of gender and subject on attitude towards E-learning is not significant. The calculated value of F-ratio is 0.51 which is less than the required table value of 3.89 against 1/196 degree of freedom at 0.05 level. The fact that interaction is not significant indicate that difference between the mean value of A1 and A2 for the first level of B i.e. (male) is not significantly different from the difference between A1 and A2 for the second level of B i.e. (female) on attitude towards E-learning of the students. Hence, we can say that interaction of subject combination and gender is independent of attitude towards E-learning of students. Thus, the hypothesis 3 that there is no interactional effect of subject combination and gender on attitude towards E-learning is not rejected.
CONCLUSIONS
In the basis of the study the following results have been drawn:
This study reveals that there is no significant difference between the attitude of Male and Female pupil teachers towards E-learning. The study further reveals that there exists no significant difference between the Science and Humanities group pupil teachers towards E-learning. Further, the study also reveal that there is no interactional effect of subject combination and gender on attitude towards E-learning.
REFERENCES
Chudasame, Gidora, Shrivastava, The Internet Journal of medical informatics
Kirsty Vaughan, Anna Mac (2004) employee’s pre-implementation attitudes and perceptions to E-learning: A banking case study analysis. Journal of European industrial training.vol.28, issue 5, pp. 400-413.
Link Michael Thomas and Marz Richard (2006) Computer literacy and attitude towards E-learning among first year medical students. BMC Medical Education, Vienna , Austria
Shu-Sheng Liaw, Hsiu-Mei Huang, Gwo-Dang Chen (2007). Surveying instructor and learner attitudes toward E-learning. Computers & education, vol. 49, issue 4, pp. 1066-1080.
Sue Whittaker (2006) Attitude Towards E-learning: E-learning case study. Journal of world universities, vol. 5, issue-1, pp. 35-49. http://wwwpriority-Research.com
Svirko Elena, Mellanby Jane(2008).Attitudes to E-learning, learning style and achievement in learning neuroanatomy by medical students. Medical teacher, volume.30, issue 9&10, pp.e219-e227.
