Information Technology Reference
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according to their gender, when it comes to the effectiveness of e-learning as
compared to traditional classroom-based learning activities. Females seem more
enthusiastic using e-mail, learning management, and file management tools.
E-learning perceptions of the DIM students were also analysed according to their
grade levels. Students were asked to indicate the years they spent in the Department
as an undergraduate student. According to the results, students' grade-level
differences were statistically significant for the items 9 (I use office software;
2 =
χ
2 = 28.904, p <0.05), 11 (I use specific
44.892, p <0.01), 10 (I use social network sites;
χ
2
2
software;
χ
= 54.645, p <0.01), 14 (I use file hosting services;
χ
= 42.348, p <0.01), 28
2
(I believe that e-learning is easy to use;
χ
= 28.441, p <0.05), 30 (I am keen to start e-
2 = 28.027, p <0.05), 31 (I believe that e-learning can enhance the quality of
learning;
χ
2 = 33.574, p <0.01), 32 (I believe that using e-learning can increase my
productivity;
education;
χ
2
= 35.677, p <0.01), 33 (I believe that e-learning is more effectively
than the traditional classroom-based approach;
χ
2
= 35.129, p <0.01), 34 (I believe that
e-learning enables learners and instructor to communicate and interact better with one
another;
χ
2 = 27.491, p <0.05), 35 (I believe that e-learning have benefits for
χ
2 = 44.286, p <0.01), 36 (I support implementation of e-learning in my
education;
χ
2
2
department;
χ
= 41.514, p <0.01), 37 (I need training on e-learning;
χ
= 34.023,
2
p <0.01), 38 (My teachers need training on e-learning;
χ
= 37.626, p <0.01) and 39
2 = 33.696, p <0.01). These items showed
that students' grade-level affected their opinions especially for the use of technology ,
acceptance and training -related issues. Their tendency to accept e-learning grew as
the number of years they spent in the Department increased. Moreover, they seemed
more confident while using technology as their grade-levels rose. On the other hand,
regarding the need for training, first, second and third year students seemed relatively
more enthusiastic for e-learning training, possibly because of their awareness of lack
of information about the topic.
We also tried to find out if there were any differences among the e-learning
perceptions of DIM students in terms of their use of smart phones. The students were
asked if they had an internet-connected smart phone and 66% of them answered that
they did. The results showed that the smart phone user and non-user students'
opinions differ for the items 4 (The stability of the internet access is satisfactory;
(My classmates need training on e-learning;
χ
2 =
χ
2
11.337, p <0.05), 5 (I have access to computer whenever I need;
χ
= 9.968, p <0.05), 6
2
(I can connect internet whenever I need;
χ
= 11.976, p <0.05), 10 (I use social network
2 = 13.978, p <0.01), 12 (I use instant messaging;
2 = 20.096, p <0.01), 14 (I use
sites;
χ
χ
2 = 9.530, p <0.05), 17 (I use mobile technologies to connect
file hosting services;
χ
2
internet;
= 108.514, p <0.01) and 36 (I support implementation of e-learning in my
department;
χ
2
= 14.978, p <0.01). These results indicated that students' opinions for
some items of the availability of technology and use of technology components and
also one item for acceptance were affected by the students' smart phone usage habits.
The ones that were using internet-connected smart phones seemed more ready in
terms of adopting technology, which was one of the core elements of e-learning.
χ
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