The Influence of Teaching Methods on Learners' Perception of E-safety

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F17%3A43896196" target="_blank" >RIV/60076658:12410/17:43896196 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Influence of Teaching Methods on Learners' Perception of E-safety

Popis výsledku v původním jazyce

The traditional method of teaching e-safety by lecturing is not very effective. Despite learners often being equipped with the right knowledge, they reject the need to act accordingly. There is a need to improve the way digital e-safety is taught. The study compares four different teaching styles, examining how each affected the way students perceive a range of e-safety keywords and consequently the way they approach this issue. The semantic differential technique was used to carry out the research. Students completed a semantic differential questionnaire before and after lessons. A total of 405 first year undergraduates took part in the study. The paper contributes to the debate on appropriate methods for teaching e-safety, with an aim to influence learners? attitudes. Experience-based learning seems to be very effective, confronting students with an e-safety situation and providing them with a negative experience. This teaching method had the biggest influence on students who were deceived by the prepared e-safety risk situation. Our findings may bring improvements to the way e-safety topics are taught, which could, in turn, evoke in learners a more positive e-safety attitude and a desire to improve their e-safety behavior. More research needs to be carried out to examine how the experiential learning method affects the attitudes of younger learners (primary, middle and high school students).

Název v anglickém jazyce

The Influence of Teaching Methods on Learners' Perception of E-safety

Popis výsledku anglicky

The traditional method of teaching e-safety by lecturing is not very effective. Despite learners often being equipped with the right knowledge, they reject the need to act accordingly. There is a need to improve the way digital e-safety is taught. The study compares four different teaching styles, examining how each affected the way students perceive a range of e-safety keywords and consequently the way they approach this issue. The semantic differential technique was used to carry out the research. Students completed a semantic differential questionnaire before and after lessons. A total of 405 first year undergraduates took part in the study. The paper contributes to the debate on appropriate methods for teaching e-safety, with an aim to influence learners? attitudes. Experience-based learning seems to be very effective, confronting students with an e-safety situation and providing them with a negative experience. This teaching method had the biggest influence on students who were deceived by the prepared e-safety risk situation. Our findings may bring improvements to the way e-safety topics are taught, which could, in turn, evoke in learners a more positive e-safety attitude and a desire to improve their e-safety behavior. More research needs to be carried out to examine how the experiential learning method affects the attitudes of younger learners (primary, middle and high school students).

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

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OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Information Technology Education: Innovations in Practice

ISSN

2165-3151

e-ISSN

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Svazek periodika

16

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

23

Strana od-do

253-275

Kód UT WoS článku

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EID výsledku v databázi Scopus

2-s2.0-85037981586