TY - JOUR
T1 - Incorporating e-mail into the learning process
T2 - Its impact on student academic achievement and attitudes
AU - Yu, Fu Yun
AU - Yu, Hsin Ju Jessy
N1 - Funding Information:
The author would like to thank 10 volunteer informants for their cooperation and involvement in the after-session debriefing. The paper is based on research funded by the National Science Council of the Republic of China (NSC 89-2413-H-006-008).
PY - 2002
Y1 - 2002
N2 - The present study set out to investigate the impacts of incorporating e-mail, one of the most accessible, convenient, and easy to use computer-mediated communications, into a classroom setting on student academic achievement and attitudes. A posttest-only control-group design was adopted. Two classes from a "Computers in Education" course participated in the study and were randomly assigned to different conditions, namely, the e-mail diffusion group and the non-e-mail diffusion group. Two criteria-referenced performance-type posttests were used for individual student computer capabilities assessment. "Prospective Teacher Computer Attitudes Scale" was adopted to assess e-mail's effects on student attitudes toward computers. Results from the data analysis showed that there was a statistically significant difference in student academic performance. However, no statistically significant difference was found in student attitudes toward computers. The obtained results provided empirical evidence supporting the usefulness of e-mail as a promising aid to promote student cognitive growth pertaining to computer knowledge and skills. Based on the collected data, it was concluded that without additional investment in equipment and software, incorporating e-mail into the learning process might be a promising enhancement to instruction that teachers could readily adopt.
AB - The present study set out to investigate the impacts of incorporating e-mail, one of the most accessible, convenient, and easy to use computer-mediated communications, into a classroom setting on student academic achievement and attitudes. A posttest-only control-group design was adopted. Two classes from a "Computers in Education" course participated in the study and were randomly assigned to different conditions, namely, the e-mail diffusion group and the non-e-mail diffusion group. Two criteria-referenced performance-type posttests were used for individual student computer capabilities assessment. "Prospective Teacher Computer Attitudes Scale" was adopted to assess e-mail's effects on student attitudes toward computers. Results from the data analysis showed that there was a statistically significant difference in student academic performance. However, no statistically significant difference was found in student attitudes toward computers. The obtained results provided empirical evidence supporting the usefulness of e-mail as a promising aid to promote student cognitive growth pertaining to computer knowledge and skills. Based on the collected data, it was concluded that without additional investment in equipment and software, incorporating e-mail into the learning process might be a promising enhancement to instruction that teachers could readily adopt.
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U2 - 10.1016/S0360-1315(01)00085-9
DO - 10.1016/S0360-1315(01)00085-9
M3 - Article
AN - SCOPUS:31244435532
VL - 38
SP - 117
EP - 126
JO - Computers and Education
JF - Computers and Education
SN - 0360-1315
IS - 1-3
ER -