International Multidisciplinary e-Journal ISSN 2277 - 4262 ... Kumari.pdf · International Multidisciplinary e – Journal / Sudha Kumari (85-96) Vol-I, Issue-V, May-2012 Page - 85

International Multidisciplinary e – Journal / Sudha Kumari (85-96)

www.shreeprakashan.com Vol-I, Issue-V, May-2012 Page - 85

Usage And Atitude Of Students Towards ICT Facilities In Higher Education

Sudha Kumari

Dept. of Education,

Aligarh Muslim University,

Aligarh.

Paper Received on: 05/04/2012Paper Reviewed on: 15/05/2012Paper Accepted on: 25/05/2012

Abstract New Information and Communication Technology (ICT) and the internet have contributed to the modification of teaching learning methods. Web-based educational environment incorporates new tools in order to introduce more interaction than in traditional teaching. They can help achieve innovation in teaching and learning activities. The rapid development of information and Communication Technology (ICT) and the World Wide Web (WWW) has its impact on today’s means of teaching as well. Web-based educational environment has infect revolution for innovation in educational activities. Nevertheless, this kind of on-line environment should incorporate new tools to provide an active and authentic learning environment. This Study attempts to study attitude of Ph.D. students towards utilizing the ICT facilities to improve learning and also usage of ICT. The objectives of this Study include determination the ability of students about usage of ICT; useable of ICT facilities among students and also attitude of students, who have some access to it, utilize the facilities. However, it is reveled that most of them have moderate knowledge of the ICT, also they have positive attitude towards usage of ICT facilities for purpose of their studies.1

Key words: Information and Communication Technology, Ability and Attitude.

Introduction

We live in an era, characterized by rapid changes, particularly in the area of ICT. Most ICT professionals find themselves under constant pressure, as they strive to deliver ever more complex technologies in spite of increasingly severe constraint and a paradigm shit in the ICT profession. Although, the effects of changes are pervasive and few of us are immune to them. Further, there are virtual constraints in the lives of many ICT professionals. Not everybody is equally well equipped to deal with constant changes and uncertainty. Indeed, some people find it difficult to function in highly unstable and changing environments. Although, there might be some niches within the ICT professional stressful and even threatening. Professionals, who do not occupy technical roles, are highly exposed to the challenges of change. They are often made responsible for implementing the strategic organizational changes that emanate from technological innovation. Most importantly, in many organizations ICT professionals have become critical agents of change.

The definition of electronic learning implies that users and learners are wide although electronic learning literature is limited. Attitude of users, using information technology is very important. A multidisciplinary approach is needed for surveying attitudes of electronic

International Multidisciplinary e-Journal ISSN 2277 - 4262



learners (Liaw, 2002). User’s attitude towards ICT, establishes a suitable environment for instruction. According to Liaw & Huang, (2003), user’s attitude can be divided into (I) feeling, (II) cognitive, and (III) behavioral.

Liaw (2004) suggests three concepts: characteristic of learners, structures, and interaction. In establishing and developing virtual learning, understanding of social needs is essential. Firstly, characteristic of learners such as attitude, motivations, beliefs, and trust, should be determined (Passerini & Granger, 2000). Virtual learning also improves independent learning environment. Using multimedia tools for instruction leads to development of cognitive skills of learners. These skills include understanding important complex elements, ability of using concepts for reasoning and ability for using conceptual knowledge for new situation (Spiro, Feltovich, Jacobson & Coulson, 1995). Finally, virtual learning environment suggests group interaction, leading to collaborative learning that helps learners to develop in the area they work, (Vygotsky, 1978). Interacting learners with their professors and other learners increase their knowledge, since learning occurs in the context (Bruner, 1971). Thus, there are three basic considerations, based on interaction learning criteria in electronically learning design: independent learning, multiple media environments and learning based on engagement of Instructor. Many higher educational institutions are organizing and optimizing electronic learning due to its affectivity (Govindasamy, 2002). Having positive attitude to virtual learning, leads to more motivation (Liaw, 2002). Although, attitude of users is an important factor in using and accepting internet technology. Three-tier Technology is a conceptual model for surveying the attitude of users in information technology and internet (Liaw, 2004). This model comes from Technology Acceptance Model. According to this model, person’s attitude to information technology follows three tier including person’s experience, affective, feeling and behavioral.

There are many Studies conducted in the past concerning ICTs usage in education. According to Liaw (2004), a majority of medical students in Denmark had access to computers at home. They were using e-mail and the internet regularly. Only a few o them preferred not use computers at home. Finally, the research revealed that students believe that the use of ICTs cannot replace the traditional teaching activities, although it can be easily used as a supplement.

Research Objectives:

- Determine the ability of students about usage of ICT in higher education.- Find out use and reliance upon of ICT facilities by students in higher

education.- Determine the attitude of students towards ICT facilities in higher education.

Research Questions:

- What is the ability of students to use ICT facilities?- How much is students’ usage of ICT facilities?- What is the student’s attitude towards ICT?

Research Methodology:-

The sample of the study selected from the different departments of Aligarh Muslim University. The research sample consisted of 100 Ph.D. students. To elicit information a structured questionnaire was developed by the investigator and distributed to Ph.D. students. The questionnaire was divided into three parts: the first part focused on the Ability of Usage of ICT by the students. This part of questionnaire consisted of 4 items. The Second partfocused on the use of ICT, this part of the questionnaire included 9 items. The last part of the



questionnaire was designed to derive information about students’ attitude towards usage of ICT, it included 28 items.

For the purpose of data analysis, the researcher relied upon statistical tools by using SPSS Software.Reliability o the ICT Scale

Cronbach’s Alpha (a) was computed by using SPSS Reliability program for the set of usage and attitude towards ICT Scale. Cronbach’s Alpha (a) value for 41 items (4 items for Ability of usage of ICT, 9 items for usage of ICT, and 28 items for attitude towards usage of ICT) in the questions has been calculated as Alpha 0.78.

Validity: To ascertain the validity of the draft questionnaire, the opinions of a number of teachers, specialists in Educational Technology, Information Technology and Information Communication Technology were gathered. In the light of their valuable opinions, only the valid, relevant and meaningful questions were retained as they could serve to elicit valuable data and information from the respondents.

Tables 1 & 2 given below, show the important categories of students on the basis of Department and sexwise percentages for usage ability, purpose of ICT usage and attitude towards ICT usage have been calculated for each item.

Table-1

Departmentwise Frequency

Department Frequency Percent Valid Percent Cumulative Percent

Education 15 15.0 15.0 15.0

Psychology 14 14.0 14.0 29.0

Language 13 13.0 13.0 42.0

MBA 13 13.0 13.0 55.0

Geography 06 6.0 6.0 61.0

History 06 6.0 6.0 67.0

Political Science 08 8.0 8.0 75.0

Chemistry 07 7.0 7.0 82.0

Mathematics 09 9.0 9.0 91.0

Commerce 09 9.0 9.0 100.0

Total 100 100.0 100.0

Table-2Sexwise Frequency

Sex Frequency Percent Valid Percent Cumulative Percent

Valid Male

Female

Total

38

62

100

38.0

62.0

100.0

38.0

62.0

100.0

38.0

100.



Table-3Usage Ability of ICT

Item No.

Questions In can do this by myself

I would need some help to do it

I have never done this type of taks

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

1 Word Processor, e.g. to create a well formatted CV

64 64% 32 32% 2 2%

2 E-mail Program, e.g. to send an attached document or image

76 76% 20 20% 4 4%

3 Presentation manager, e.g. to create a short talk with slides

50 50% 37 37% 13 13%

4 Using an online bibliographic database, e.g. to search for a specific publication

72 72% 24 24% 4 4%

The Table-3 shows ability of usage of ICT among Ph.D. students. According to the results, students have high ability to work with ICT: 64% of the students have ability to work with word processor Presentation Manager and 72% have the ability to use on online bibliographic database.

Table-4Percentage and Frequency of ICT Usage

Item No.

Questions Home University Internet café All of them

1 Where do you access the internet?

Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

16 16% 45 45% 25 25% 12 12%

2 What do you use the internet for?

Send Email only Chat with friends Education All of them

Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage

46% 46% 20 20% 30 30% 4 4%

The table-4 depicts usage of ICT by students. According to the present findings students’

access to internet in the university stands at 45% which is higher than those standing at other places. Also, i.e., at internet café 25% and home 16% only they use the ICT facility for chating with friends i.e. 20% sending e-mail 46% that is none than for other purposes and for learning and education 30%



Tabel-5Percentage and Frequency of ICT Usage

Item No.

Questions

Upto 30 min 31 to 59 min 1 hour-1hour 30 min

1 hr-31 min-2 hrs Above 2 hrs

3 How long on average do you stay on the internet

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

15 15% 12 12% 27 27% 17 17% 29 29%

4 How many times per week do you use the café?

Occasionally Once Twice Thrice More than thrice

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

4 4% 8 8% 48 48% 21 21% 19 19%

Table-5 shows that time spent by the student on the Internet. As detailed in Table-5 respondents stay on the Internet “between” I hour to 1 hr 30 minutes to more than 2 hours, as also, the frequency of usage of the internet per week stands “between” twice, thrice and more than thrice.

Tabel-6Purpose of ICT Usage

Item No.

Several times Once Never Never heard of this

5 A course with a Website with interactive Features, such as Learning Materials.

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

34 34% 37 37% 26 26% 3 3%

6 Online Discussion Forum


Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

10 10% 5 5% 71 71% 14 14%

7 Video-conferencin


Frequenc Percentag Frequenc Percentag Frequenc Percentag Frequenc Percentag



g y e y e y e y e

6 6% 8 8% 65 65% 21 21%

8 Virtual Learning Environment such as Web CT or Blackboard


Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

9 9% 18 18% 41 41% 32 32%

9 Academic Support and Advice from a Supervisor by e-mail


Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

46 46% 7 7% 27 27% 18 18%

Source : As for Table-6

Table-6 shows difference in the usage of ICT. As detailed in Table-6, 37% students use once of a course with a website with interactive features, such as learning materials; 71% of the respondents never use Online discussion forum; 65% of the respondents never use Video-conferencing and 41% of the respondents also never use Virtual learning environment such as WebCT or Blackboard, but 46% of the respondents several times use ICT for academic support and advice from superior by e-mail.

Tabel-7Attitude towards ICT Usage

Item No.

Questions

I Totally

Agree

I mostly agree I mostly disagree I Totally disagree I do not know

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

1 I want to ask questions from experts and relevant people, no matter where they are

25 25% 40 40% 18 18% 7 7% 10 10%

2 In general, learn by using ICT is very time consuming

16 16% 23 23% 39 39% 16 16% 3 3%



3 Good access to a tutor requires face to face contact

31 31% 27 27% 37 37% 12 12% 3 3%

4 I would like to discuss topics with people from different backgrounds

43 43% 27 27% 24 24% 4 4% 2 2%

5 I prefer to study from a printed text only

17 17% 35 35% 25 25% 10 10% 13 13%

6 I think that ICT can improve my learning

43 43% 26 26% 23 23% 2 2% 6 6%

Tables 7, 8, 9, 10, 11 show attitude of the Ph.D. students towards ICT usage. As detailed in Table-7 40% respondents mostly agree to ask questions from the experts and relevant people, no matter where they are, 39% students mostly disagree to learn by using ICT is very time consuming; however, 31% totally agree that good access to a tutor requires face to face contact. Likewise, 43% students totally agree to discuss topics with people from different backgrounds. Further, 35% respondents mostly agree to prefer reading from a printed text. However, 43% students totally agree that ICT can improve learning.

Tabel-8Attitude towards Usage of ICT

Item No.

I Totally I mostly agree I mostly disagree

I Totally disagree

I do not know

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

7 Quality information is hard to find on the web (WWW

21 21% 13 13% 44 44% 20 20% 2 2%



)

8 I would like to study with a computer, even if it is complicated.

22 22% 23 23% 28 28% 14 14% 13 13%

9 I like to learn in teams or small groups

14 14% 53 53% 10 10% 6 6% 17 17%

10 If a task becomes too difficult, I like to drop it

17 17% 17 17% 45 45% 15 15% 6 6%

11 I would like to share information and ideas with people who have similar interests

38 38% 36 36% 16 16% 8 8% 2 2%

12 I think audio and video material can improve my learning

46 46% 27 27% 15 15% 7 7% 5 5%



Source: As a for Table-7

The details given in Table-8, depict that the 44% respondents mostly disagree that quality information is hard to find on the web and 28% students like to study on a computer, even if it is complicated. 53% respondents mostly agree to learn in teams or small groups, and 45% mostly disagree with if a task becomes too difficult, likely to drop it 38% respondents totally agree to share information and ideas with people who have similar interests, 46% totally agree that audio and video material can help improve learning.


Item No.

Questions

I Totally agree I mostly agree I mostly disagree I Totally disagree I do not know

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

13 I think that in online courses, small-group learning may become disorganized

30 30% 15 15% 24 24% 9 9% 22 22%

14 I prefer to learn own my own

27 27% 27 27% 33 33% 1 1% 9 9%

15 ICT allows for effective sharing of experiences

31 31% 38 38% 19 19% 7 7% 3 3%

16 I prefer to study with traditional educational methods

26 26% 26 26% 34 34% 13 13% 1 1%

17 If studying with a computer turned out to be too complex,

28 28% 24 24% 26 26% 15 15% 4 4%



I would like to return to traditional methods educational methods

Source: As for Table-8

The data in Table-9, show that the 30% respondents totally agree with online courses, small-group learning may become disorganized. 33% students mostly disagree with the idea to learn own their own; 38% mostly agree that ICT allows effective sharing of experiences. Further, 34% mostly disagree to study with traditional educational methods. However, 28% totally agree that if studying with a computer turned out to be too complex, they would like to return to traditional educational methods.


Item No.

Questions I Totally agree I mostly agree I mostly disagree I Totally disagree I do not know

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

18 I prefer to choose the specific topics to study within a course

20 20% 34 34% 14 14% 18 18% 14 14%

19 I like to work with a computer in small groups

24 24% 33 33% 23 23% 8 8% 10 10%

20 learning via the Internet alone is acceptable to me

13 13% 41 41% 29 29% 15 15% 2 2%

21 I like being taught in a classroom setting

15 15% 41 41% 30 30% 12 12% 2 2%

22 Computer-based teachinjg/learing is lacking in 'human' interaction, since there

18 18% 33 33% 31 31% 8 8% 10 10%



is no face to face contact

23 I prefer not to use computers to support my studies

29 29% 40 40% 20 20% 6 6% 5 5%


Table-10 shows, that the 34% respondents mostly agree to choose the specific topics to study within a course, and 33% to work with a computer in small groups. 41% respondents mostly agree that learning via the Internet alone is acceptable to them, and 41% students also mostly agree being taught in a classroom setting, 33% mostly agree as also with computer-based teaching/learning is lacking in 'human' interaction, since there is no face to face contact. Further, 40% respondents prefer not to use computers to support their studies.


Item No.

Questions I Totally agree I mostly agree I mostly disagree I Totally disagree I do not know

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

24 I would prefer to use computers for my studies

39 39% 31 31% 22 22% 6 6% 2 2%

25 I would like to use computers as a supplement to other teaching activities

25 25% 17 17% 27 27% 29 29% 2 2%

26 I would like to communicate with my teacher by e-mail

24 24% 22 22% 20 20% 26 26% 8 8%

27 I would like to use computers for distance learning

25 25% 36 36% 24 24% 12 12% 3 3%

28 I would like to cooperate

34 34% 26 26% 22 22% 18 18% 10 10%



on a learning task with people from different countries


The respondents, as detailed above, 39% totally agree to use computers in teaching for a study; 27% mostly disagree to use computers as a supplement to other teaching activities. Further, 26% totally disagree to communicate with their teachers through e-mail. 36% mostly agree to use computers for distance learning. However, 35% respondents totally agree to cooperate on a learning task with people from different countries.

Conclusion

ICT use in educational system, in terms of E-mail, Word- processing, Power Point, and the Web, has become standard part of teaching and learning process. But this has not radically affected the nature of teaching learning process; rather ICT has become part of on campus delivery. This trend is seen in terms of ICT policy and an objective relating to it, as well as in the way that ICT use has been effectively put into practice. In particular, a Web-based system is seen of value, leading to more efficient practices. This Paper has investigated usage of ICT, and also attitude of Ph.D. students towards ICT in higher education. The results show usage and ability in using ICT is also relatively high among the students in Higher Education. As regards students’ attitude toward using ICT in their studies, it has been found positive, as they prefer to use ICT facility in learning process.

References:1- Bruner, J, S. (1971); the Relevance of Education; Cambridge, MA: Harvard University Press.2- Govindasamy, T. (2002); Successful Implementation of E-learning Pedagogical Consideration: The Internet and Higher, Education, Vol-4, PP 287-2993- Liaw, S.S. (2002); An Internet Survey for Perception for computer and World Wide Web; Relationship, Prediction, and Difference, Computers in Human Behaviour, Vol. 18, No.1, pp. 17-35.4- Liaw, S.S. (2004); Consideration for Developing Constructivist Web-based Learning, International Journal of Instructional Media, Vol. 31, pp. 309-321.5- Liaw, S.S. & Huang, H.M. (2003) An Investigation of Users Attitudes toward Search Engine as an Information Retrieval Tool; Computers in Human Behaviour, Vol.; 19 No.6,pp 751-765.6- Smith, B, Captui & Rawstone, P (2002); differentiating computer Experience and Attitudes toward Computers; An Empirical Investigation, Computers in Human Behaviour, Vol. 16. pp 59-81.7- Spiro, R.; Feltovich, J; Jacobson, M.J. & Coulson, D.K. (1995); Cognitive Flexibility, Construction, and Hypertext; Random Access Instruction for Advanced Knowledge Acquisition in Unstructured Domains; Educational Technology, Vol. 31, No.5, pp. 24-33.8- Vygotsky, I.S. (1978); Mind in Society; MA: Harvard University Press: -http://www.scribd.com/doc/4424474/attitude.

International Multidisciplinary e-Journal ISSN 2277 - 4262 ... Kumari.pdf · International Multidisciplinary e – Journal / Sudha Kumari (85-96) Vol-I, Issue-V, May-2012 Page - 85

Documents