Rudnicka, P. (2008). Psychological Aspects of e-Learning 2.0 (paper). 30.11-1.12.2007. 6th International Conference Cyberspace, 28-29.11.2008. Brno, Czech Republic: Masaryk University.

1. Psychological Aspects of e-Learning 2.0
E-Learning
Patrycja Rudnicka
Institute of Psychology, University of Silesia
Katowice, Poland

2. Emerging Educational Environments
• Based on new technologies
• Web 2.0
• Second Life
• On-line games
• Based on different teaching and learning
approach
• User centered learning
• Collaborative social learning
• Informal learning
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3. e-Learning 2.0
1.0 Web-based Learning
Blended Learning
Computer-based Learning
Correspondence Distant Learning
F2F Learning
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4. e-Learning 2.0
ePortfolio
2.0
Web-based Learning
Blended Learning
1.0
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5. e-Learning 2.0
ePortfolio 3.0?
2.0
1.0
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6. Differences?
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7. Differences?
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8. Why e-Learning 1.0 is not enough
anymore?
• Everyday users experience
• Divide between digital natives and
immigrants
• Technology evolution
• Demands of Digital Age and modern world
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9. Psychology of e-learning
The psychology of e-learning is interdisciplinary field of
study concerning on people’s psychological factors,
psychological processes and mechanisms important for
effective learning with information technologies
(Yan, Hao, Hobbs & Wen, 2003)
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10. Psychological aspects of e-Learning 2.0
• Environment and its features (collaborative
spaces, 3D virtual worlds)
• How do users perceive them?
• Why do they use them?
• Characteristics of users
• Personal differences (learning and cognitive styles,
innovative orientation, technology acceptance, web
and e-learning experience)
• Skills and competencies
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11. Psychological aspects of e-Learning 2.0
• Characteristic of the learning process
• Teachers / Students roles
• How do students and teachers use technology?
• Effectiveness
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12. Psychological aspects of e-Learning 2.0
• Environment and its features (collaborative spaces, 3D
virtual worlds)
• How do users perceive them?
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13. Study
Cognitive representation of technological tool (Penna
& Stara, 2007)
Study design:
• Description of e-learning 2.0 (features, competences)
• Course developement
• Measurement (phase I & II)
• Mixed model – questionnaire & focus group
interviews
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14. Description
1.0 2.0
connectivity collectivity
system web / archipelago
centralization diffusion
limitation openness
hierarchy shared cloud
instructor-led experience learner centered design
instructional packets social learning
linear personal
text-based multimodality
static exponential
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(Karrer, 2006; Rudnicka, 2008)

15. Competencies
es g
iti in
un rn
m ea
om al l
c i
soc
tion
rma ge
info wled wr cre
i te a ti
kno /re on
ad
we
b
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16. Competencies
selection
es g
iti in
assessment
un rn
m ea
pattern cognition
synthesis-analysis om al l
c i communication
shifting soc sharing
cooperation
tion personal
rma ge
info wled wr cre
i te a ti
information
kno
management
/re on
ad
content creation we
b
remix mash up
technological
competencies 16

17. Method
• Focus Group Interviews
• 1-1,5h (recorded, coded, analysed)
• Questionnaire
• Web use patterns
• Internet Self-Efficacy (Compeau & Higgins, 1995;
Rudnicka, 2007)
• TAM - Perceived Usefulness and Perceived Ease of
Use (Davis, 1989)
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18. Sample
•
N = 30 (80%, 20%)
•
3rd year psychology students
• blended learning freshmens
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19. Results
• Basic characteristics – Internet use:
• experience > 5 years
• everyday use
• average time 2-4h/day, 7-14h/week
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20. Results
• Basic characteristics – e-learning
acceptance and self-efficacy:
• Perceived Usefulness (M = 3,3)
• Perceived Ease of Use (M = 3,7)
• Internet Self Efficacy (M = 72,53)
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21. Results - E-learning connotations
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22. Results - Categories
• Software (46)
• Positive qualities (32)
• Demands toward learner (20)
• Hardware (14)
• Negative qualities (8)
• Based on specific experiences (6)
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23. Results - Categories
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24. References:
• Karrer, T. (2006) What is eLearning 2.0?
http://elearningtech.blogspot.com/2006/02/what-is-elearning-20.html
• Penna, M. & Stara, V. (2007). The failure of e-learning: why should we use a learner centred design.
Journal of e-Learning and Knowledge Society, 3(2), 127-135.
• Rudnicka, P. (forthcoming). Psychology, Education and Web 2.0. In: A. Maj & M. Derda-Nowakowski (eds.).
McLuhan Codes. Katowice: ExMachina.
• Yan, Z.; Hao, H.; Hobbs, J.L., & Wen, N. (2003). The psychology of e-learning: A field of study. Journal of
Educational Computing Research, 29 (3), 285-296.
• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information
technology. MIS Quarterly, 13(3), 318‑340.
• Compeau, D. R. & Higgins, C. A. (1995). Computer self ‑efficacy: Development of a measure and initial test.
MIS Quarterly, 19(2), 189-211.
•
•
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25. Thank you
patrycja.rudnicka@us.edu.pl
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