Conceptions of computer mediated learning in University students

Abstract

This study had the goal of knowing about students’ representations on computer mediated learning by testing the eventual replication, concerning the idea of the computer as a learning medium, of the variants of conceptions of learning proposed by “phenomenography”. The study was based on semi­?structured interviews centred on four dimensions of conceptions of learning with the computer: referential dimension (what is computer­?based learning); procedural dimension (how does learning with computers occur); contextual dimension (where does learning with computers occur); functional dimension (what is the function of learning with computers). Students` answers were subjected to content analysis and results showed that conceptions of learning with computers match, to some extent, with the major general learning conceptions found by phenomenographic research (i.e. learning as cumulating information, as understanding or as making the grade) (...)

DOI: http://dx.doi.org/10.17575/rpsicol.v26i2.272