When technology does not support learning: conflicts between epistemological beliefs and technology support in virtual learning environments

Citation

(2007), "When technology does not support learning: conflicts between epistemological beliefs and technology support in virtual learning environments", Development and Learning in Organizations, Vol. 21 No. 6. https://doi.org/10.1108/dlo.2007.08121fad.005

When technology does not support learning: conflicts between epistemological beliefs and technology support in virtual learning environments

When technology does not support learning: conflicts between epistemological beliefs and technology support in virtual learning environments

Hornik S., Johnson R.D., Wu Y. Journal of Organizational and End User Computing, April-June 2007, Vol. 19 No. 2, Start page: 23, No of pages: 24

Purpose – to investigate the possible influence of conflicts that arise between the epistemological beliefs (EB) of users of virtual learning environments (VLE) and the technology support of VLE on the success of the VLE. Design/methodology/approach – a review of the literature of VLE and EB is presented to provide an introduction to the VLE context and to provide a discussion framework for the study of the way these beliefs influence individual learning processes and outcomes. Sets out a number of hypotheses relating the variables identified in the literature. Reports the results of a practical study, conducted in an a MIS fundamentals course at a large, unnamed US university, involving 324 students (later falling to 307 for the complete analysis) who were involved in the course which was conducted exclusively online using WebCT, which investigated the process and outcome losses occurring when friction exists between the EB of individuals and their perceptions of how the technology supports the learning process. Discusses how the students matched their experiences against three learning models (objectivist, constructivist, collaborativist). Findings – the results indicated that, in those cases where friction existed between EB and technology support of learning, there was a reduction in course communication, course satisfaction, and course performance. Research limitations/implications – the research was limited by the restriction of the study to a specific technology implementation, and the fact that participants were required to choose a single learning model from three different models. Originality/value – provides objective evidence that congruence between the technology support of learning and the individual’s conceptions of the best way to learn can create more effective VLE processes and outcomes than when friction occurs. ISSN: 1546-2234 Reference: 36AG892

Keywords: Internet, Learning, Software tools, Students, Teaching, User involvement