TITLE

THE MEASUREMENT OF COMPUTER ATTITUDES IN BLENDED LEARNING COURSE AND ATTENDANCE COURSE. CASE STUDY: CZECH REPUBLIC

AUTHOR(S)
PRIBAN, Tomas
PUB. DATE
January 2013
SOURCE
eLearning & Software for Education;2013, Issue 1, p254
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Information age is around us and more and more people are forced to live and work using information and communication technology. Because of this fast changing society and workplace, it is very important for citizens and employees to understand and be able to use the technology around them. But the question is when we can say that a person is computer literate and when we cannot. For everyone that line is somewhere else and unfortunately there is no uniform definition. Question of knowledge and skill evaluation of students is very current nowadays, which is proved by current effort of Ministry of Education, Youth and Sports of Czech republic. It wants to initiate evaluation of students in fifth and ninth grade besides initiation of state graduation exams. The issue of evaluation is a cynosure even in foreign countries. That is proved by existence of several institutions, which are specialized in this issue. Since the testing and measuring of computer literacy to be held on living people, it is important to take into account their personality and their attitude to computers, because their attitude to the computers can significantly affect the overall results. This study focuses on a comparison of attitudes to the computers in blended learning course and attendance course depending on their study results. For measurement was using the Czech version of computer attitude scale (CAS) questionnaire, which first appeared in the works of Loyd and Gressard (1984) and Loyd and Loyd (1985). The CAS has been used with a variety of adult populations, for example Nash and Moroz (1997), Busch (1995), Varank (2006), etc. Simultaneously strong relationship between computer skills and attitude to computers is appeared in literature (Garland, and others, 2003).
ACCESSION #
88803696

 

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