Non-traditional students’ preferences for learning technologies and impacts on academic self-efficacy

Karen Sutherland; Ginna Brock; Retha de Villiers Scheepers; Prudence M. Millear; Sherelle Norman; Tim Strohfeldt; Terri Downer; Nicole Masters; Alison. L. Black

doi:10.1007/s12528-023-09354-5

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Non-traditional students’ preferences for learning technologies and impacts on academic self-efficacy

Journal article

Open access

Peer reviewed

Non-traditional students’ preferences for learning technologies and impacts on academic self-efficacy

Karen Sutherland, Ginna Brock, Retha de Villiers Scheepers, Prudence M. Millear, Sherelle Norman, Tim Strohfeldt, Terri Downer, Nicole Masters and Alison. L. Black

Journal of Computing in Higher Education, Vol.36, pp.298-319

2024

DOI: https://doi.org/10.1007/s12528-023-09354-5

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Abstract

self-efficacy

academic achievement

self-regulation

blended learning

non-traditional students

Blended Learning (BL) as a pedagogical approach has increased in significance during the COVID-19 pandemic, with blended and online learning environments becoming the new digital norm for higher educational institutions around the globe. While BL has been discussed in the literature for thirty years, a common approach has been to categorise learner cohorts to support educators in better understanding students’ relationships with learning technologies. This approach, largely unsupported by empirical evidence, has failed to adequately address the challenges of integrating learning technologies to fit with non-traditional students’ preferences, their BL self-efficacy and the associated pedagogical implications. Focusing on student preference, our study presents findings from a pre-COVID survey of undergraduate students across four campuses of an Australian regional university where students shared their learning technology preferences and the self-regulated learning that influenced their academic self-efficacy in a BL context. Findings show students want consistency, relevance, and effectiveness with the use of BL tools, with a preference for lecture recordings and video resources to support their learning, while email and Facebook Messenger were preferred for communicating with peers and academic staff. Our study suggests a quality BL environment facilitates self-regulated learning using fit-for-purpose technological applications. Academic self-efficacy for BL can increase when students perceive the educational technologies used by their institution are sufficient for their learning needs.

Details

Title: Non-traditional students’ preferences for learning technologies and impacts on academic self-efficacy
Authors: Karen Sutherland (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Business and Creative Industries
Ginna Brock (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative Industries
Retha de Villiers Scheepers (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative Industries
Prudence M. Millear (Author) - University of the Sunshine Coast, Queensland, School of Health - Psychology
Sherelle Norman (Author) - University of the Sunshine Coast, Queensland, Human Resources - Legacy
Tim Strohfeldt (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Terri Downer (Author) - University of the Sunshine Coast, Queensland, School of Health - Midwifery
Nicole Masters (Author) - University of the Sunshine Coast, Queensland, School of Health - Biomedicine
Alison. L. Black (Author) - University of the Sunshine Coast
Publication details: Journal of Computing in Higher Education, Vol.36, pp.298-319
Publisher: Springer New York LLC
Date published: 2024
DOI: 10.1007/s12528-023-09354-5
ISSN: 1867-1233; 1042-1726
Copyright note: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Organisation Unit: School of Health - Biomedicine; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Centre for Bioinnovation; Sustainability Research Cluster; School of Business and Creative Industries; Healthy Ageing Research Cluster; Human Resources - Legacy; School of Health; People and Culture; Engage Research Lab; School of Health - Psychology; School of Health - Midwifery
Language: English
Record Identifier: 99702198902621
Output Type: Journal article

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