Millennials' technology readiness and self-efficacy in online classes
Myths of the digital native persist, leaving questions about how well millennial learners engage with online classes. While smart devices are ubiquitous, some students are anxious about online learning. Educators risk investments in online classes leaving less technologically ready learners behind....
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| Published in | Innovations in education and teaching international Vol. 59; no. 2; pp. 226 - 236 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Routledge
04.03.2022
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1470-3297 1470-3300 |
| DOI | 10.1080/14703297.2020.1798269 |
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| Abstract | Myths of the digital native persist, leaving questions about how well millennial learners engage with online classes. While smart devices are ubiquitous, some students are anxious about online learning. Educators risk investments in online classes leaving less technologically ready learners behind. We examine how differences in technology readiness relate to learner self-efficacy, engagement, and achievement in an online class. We implement the established technology readiness index to examine if learners who are less comfortable with technology are disadvantaged. We sampled 102 learners in an online business negotiation class. Findings show learners are self-confident in completing technological tasks no matter their level of technology readiness or their lack of online class experience. Learners who are less comfortable with technology, however, report lower self-efficacy in general social interactions and in academic-specific social interactions with classmates, respectively. Online educators should reassure less technology-ready students to increase comfort in online social channels. |
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| AbstractList | Myths of the digital native persist, leaving questions about how well millennial learners engage with online classes. While smart devices are ubiquitous, some students are anxious about online learning. Educators risk investments in online classes leaving less technologically ready learners behind. We examine how differences in technology readiness relate to learner self-efficacy, engagement, and achievement in an online class. We implement the established technology readiness index to examine if learners who are less comfortable with technology are disadvantaged. We sampled 102 learners in an online business negotiation class. Findings show learners are self-confident in completing technological tasks no matter their level of technology readiness or their lack of online class experience. Learners who are less comfortable with technology, however, report lower self-efficacy in general social interactions and in academic-specific social interactions with classmates, respectively. Online educators should reassure less technology-ready students to increase comfort in online social channels. |
| Audience | Higher Education Postsecondary Education |
| Author | Yi-Shun, Wang Chen, Judy F. Warden, Clyde A. Stanworth, James O. |
| Author_xml | – sequence: 1 givenname: Clyde A. surname: Warden fullname: Warden, Clyde A. organization: National Chung Hsing University – sequence: 2 givenname: Wang orcidid: 0000-0002-0161-5520 surname: Yi-Shun fullname: Yi-Shun, Wang organization: National Changhua University of Education – sequence: 3 givenname: James O. surname: Stanworth fullname: Stanworth, James O. email: stanworth.j@gmail.com organization: National Changhua University of Education – sequence: 4 givenname: Judy F. surname: Chen fullname: Chen, Judy F. organization: Overseas Chinese University |
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| SubjectTerms | Academic Achievement Age Groups Asynchronous Communication College Students Electronic Learning Learner Engagement Millennials Online Courses online learning Readiness Self Efficacy social media Technological Literacy technology readiness index |
| Title | Millennials' technology readiness and self-efficacy in online classes |
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