The research aims to discover the impact that computers have had on individual learning. Currently, education is crossing into an age of information. This “new age” is expected to change the universe similar to industrial age. This new age is also going to require computers integration for information access. In order to maximize learning, the learning environment must provide learning resources in order to encourage problem solving and support teaching. Thus, it is important to understand the impact that computers have on learning in order to better apply them to learning. The findings from this research can help proper application of computers in the learning process in order to encourage, and not hinder, learning.
Objective and Outcome
The aim of this study is to gain a better understanding of the effect computers have had on learning. In order to achieve this objective, a wide variety of literature will be analyzed. The study will us a qualitative design in order to explore the impact computers have had on individual learning. This research can contribute to the future application of computers in order to increase individual learning. The outcome of this research will help with the understanding of how computers shape learning. With these findings, educators will be more knowledgeable on how computers can impact learning. Thus, applying them only when their use only heightens learning, not inhibiting it. Current literature will be analyzed in order to answer the research questions regarding computers implementation and learning. The findings from this research can help proper application of computers in the learning process in order to encourage, and not hinder, learning.
Research Context
According to Geladze (2015), the most important aspect when it comes to learning classroom is the learning environment. In order to maximize learning, the learning environment must provide learning resources in order to encourage problem solving and support teaching. Currently, education is crossing into an age of information. This “new age” is expected to change the universe similar to industrial age. This new age is also going to require computers integration for information access. Thus, it is important to understand the impact that computers have on learning in order to better apply them to learning. In other words, it is important to understand the role modern technology has in the transition into the age of information (p. 67). This research will assess how computers assist and hinder individual learning.
History of computers with learning
The first computer used for educational purposed was the MARK 1 at Harvard in 1944. Earlier uses of computers in the learning process were primarily centered around science, mathematics, and engineering. Due to this, computers were primarily used as a problem-solving tool. Computers allowed students to solve more complex problems, while also being able to apply these problems to the real world. Overall, computers allowed students to learn more complex information in a quicker, more formative way (CITE).
Computers started being used for instructional materials in 1963. Not only were computers able to help students solve complex problems, computers were also able to teach students how to compute complex problems. Thus, computer-assisted instruction was developed for reading and mathematics. However, less than one percent of educational instructions worldwide used computers for instructional purposes. By the later part of the 1960s, computers were in more than 300 higher education institutions and in some secondary schools. By the mid 1970s, computers were used by more than two million students in their classes. During that same time, fifty-five percent of educational instructions had access to computers. Further, twenty-three of these institutions were using computers for instructional purposes (Snell, 1997).
After the 1970s, researchers were attempting to find new education platforms to take advantage of during the rapid increase of technology. However, these platforms allowed researchers discovered that computers do have the ability to hinder the learning process. The technology behind computers was evolving too rapidly for the student to grasp. The educational tools needed during the computer-generated learning process were too advanced for the student’s technological ability. Thus, the computer system became a learning process in its self. This led the invention of computer-aided manufacturing and computer-aided design. These platforms did not require technological knowledge in order to use the problem-solving software. The purpose of these platforms was “to create a rich exploratory environment and introduce intelligent aids and computer tools to shift the focus of instruction away from manipulative skills, to an emphasis on qualitative reasoning and problem solving” (Snell, 1997).
Currently, computers are impacting the learning process in every way possible. Computer simulations and models provided the learning environment with the necessary learning ability to build human intuition. However, the increased complexity with technology and science exceeds the capability of the human mind. The human mind has a difficulty handling complex problems with several interrelated structures. This creates an “information overload” in the human mind (Snell, 1997).
The world’s transition into the world of digital information has created a human dependence on computers. However, computers are also giving individuals more learning opportunities. Distant education is one branch of computer learning that has increase learning. Now, individuals are able to access and obtain education from anywhere in the world. Distant education also has two-way digital video features, thus, allowing teachers and students to interact with one another. However, not everyone is able to learn through distant education. Thus, it is important to analyze how distant learning impacts the learning process as well (Kistner, 2016, p. 446).
The 21st century has made computers an essential component for learning. Due to this, individuals at the middle and high school levels are now in an age of digital literacy. In other words, students are only gathering and learning information through the use of computers. The following discusses current and past studies regarding the applications of computers in the learning process.
Application of computers with learning
The effectiveness of computer-based learning has been explored since the implementation of computers in educational systems. One study performed regarding computer implementation and learning found that computer-based learning could help increases a student’s test scores from the 10 to 20 percentile. Also, students were able to reduce the time necessary in order to achieve this goal. Furthermore, “He found that computers improved class performance by about one-half a standard deviation, less than the one sigma difference that could be accomplished by peer tutoring” (Snell, 1997). However, this study was conducted in 1997 and does not include advanced technologies that have new educational platforms.
Van der Kleij (2015) conducted a meta-analysis in order to discover the effects of computer-based environments on learning outcomes. This study showed that computer integration positively impacted mathematics. However, computer use did not affect learning in science, social sciences, or languages. This study also showed that feedback regarding the student’s computer implementation had a negative impact on learning. Overall, however, the study found that computers did not have a substantial effect on the learning process (p. 475).
Several courses have been designed in order to help students understand the structure of a computer in order to help them use one. Hsu and Gwo (2014) examined the impact these courses have on a student’s computer ability. In this study, researchers assessed the impact computers had on learning satisfaction and learning achievement. This study found that a student’s ability to navigate a computer directly impacted their learning satisfaction and learning achievement. As suggested, computer courses designed to help students navigate a computer system may positively impact their learning. If a student is able to properly operate a computer system, the may be motivated to further their learning. On the other hand, if a student is unable to properly operate a computer system, then learning the system may hinder their overall learning process. Thus, a student’s ability to operate a computer system does impact a student’s learning process (p. 687).
Moeller and Reitzes (2011) explored how computers can be used to enhance learning experiences. This study found that computers can assist students in the learning process. The data collected for this study was obtained from student-centered learning, classroom teaching, and teachers’ assessment. This study suggests that computers can enhance the learning process, however, specific software’s have not been analyzed in order to determine best practices. On the other hand, lack of computer knowledge on the educators end can become a barrier to implementing computers in the learning process. To help eliminate this barrier, it is suggests for the programs and software used for the learning process be taught to the educators before implementing the software into the learning process. By doing this, educators will be better able to assist their students in the learning process (p. 22).
The future of computers and learning
“Nowadays, computer technology plays an important role in our lives” (Geladze, 2015, p. 67). Today, computers are not only necessary for learning, computers self-efficacy is able to dictate an individual’s motivation and perseverance. Isik (2015) analyzed the effect that computer self-efficacy had on dimension scores. The study consisted of 92 undergraduate teachers. A Computer Self-Efficacy Scale was developed in order to collect data. The researcher found a direct relationship between computer self-efficacy and motivation and perseverance scores. In other words, the more able a student was able to work a computer, the more motivate those individuals were (p. 32).
Gebre (2015) examined teacher’s perception of computers in the learning process. Thirteen teachers were interviewed regarding the future role of computers in the class room. This study showed that teachers perceive computers to be important during the learning process. All agreed that computers have the ability to teach students at a faster, more efficient rate than non-technological methods. Overall, teachers have seen remarkable results with the use of computers in the classroom. However, these teachers also discussed the downsides of implementing computers in the learning process. Not all students are on the same learning level when it comes to technology. Furthermore, not all students are on the both same technological and educational level. In other words, students who excel at academia may not excel at operating computer systems, and individuals who can excel at technology may not be able to excel academically. Thus, brining on challenges to the implementation of computers in the learning process (p. 204).
The difference between technological knowledge and academic knowledge is vastly important when it comes to the implementation of computers in the classroom. This is due to the fact that some students are so technologically gifted they are able to manipulate the technology in order to appear they are academically knowledgeable. This is a problem with implementing computers in the classroom. It may not be an accurate measure of knowledge. This problem, along with all others, need to be fully assessed in order to discover new pathways to implement computers into the learning process. Computer implementation should only heighten the learning process, not hinder the learning process.
Computers have done exceptional things in regards to individual learning. However, computers can have an adverse reaction when it comes to learning as well. The aim of this study is to discover which areas of learning are assisted by computers, and which area of learning is hindered by computers. By discovering the positive and negative aspects of implementing computer use to individual learning, this study will be able to assist educators on proper implementations in order for the computers to encourage learning and not hinder it. The following describes the research plan that will be used for this research study.
Research Plan
The following outlines the research plan for this qualitative study. The research questions will help guide the study. By answering all of the research questions, the researcher will be able to find consistencies in the data obtained. The data obtained will be from previous research studies applying computer use to individual learning. These studies will be published from 2006-2016. Data will be collected and analyzed to best answer the research questions. The collective findings from this study will be summarize in order to answer the research questions regarding computers and individual learning. The findings of this study will contribute to the field by providing educators with the best practices for computer implementation in the classroom. This study will provide educators with a summary of when computer use encourages and discourages individual learning.
Research Questions
The research aims to discover the impact that computers have had on individual learning. Current literature will be explored to answer the research questions. The research will be guided by the following questions:
What are the advantages and disadvantages of the use of computers in learning (education)?
How have computers impacted our learning?
Have computers made learning costly or cost efficient?
Research Method
Qualitative methods are necessary in order to conduct this research. Qualitative research explores a specific phenomenon. Quantitative research, on the other hand, is aiming to describe a relationship with a numerical representation (Coftco, 2016). The aim of this research is to explore the impact that computers have had on individual learning. In other words, this research aims to discover the relationship, or phenomena, that exists between computers and individual learning. Thus, qualitative methods are needed for this research study.
Data will be gathered through analyzing current literature. By analyzing other studies, the researcher will be able to determine the impact that computers has had on individual learning. The researcher will look at current literature from 2006 to present in order to adequately answer the research questions. By looking at a range of literature over the past 10 years, the researcher should be able to fully answer the research questions based on the findings from past studies.
Ethical issues
There are currently no ethical concerns regarding conducting research on computers and individual learning in regards to subjects. This is a descriptive research where only previous literature will be assessed. There are currently no ethical concerns because only literature will be explored. No subjects will be used during the course of this study.
However, researcher bias can still exist. It is unethical if the researcher does not adequately report the literature. For example, researcher bias would exist if the researcher only used literature that applicable to a specific viewpoint. It is the researcher’s responsibility to adequately and fairly disclose all of the needed literature on the subject, not just the literature which will help prove a specific point. All viewpoints and theories should be accurately reported in order for the research to be a fair representation of the issue at hand (Altintas, 2016, p. 329).
Summary
Computers have done exceptional things in regards to individual learning. The effectiveness of computer-based learning has been explored since the implementation of computers in educational systems. However, computers can have an adverse reaction when it comes to learning as well. With these findings, educators will be more knowledgeable on how computers can impact learning. Thus, applying them only when their use only heightens learning, not inhibiting it. Current literature will be analyzed in order to answer the research questions regarding computers implementation and learning. The findings of this study will contribute to the field by providing educators with the best practices for computer implementation in the classroom. This study will provide educators with a summary of when computer use encourages and discourages individual learning.
The research questions will help guide the study. These studies will be published from 2006-2016. Data will be collected and analyzed to best answer the research questions. Qualitative methods will be used to discover the relationship, or phenomena, that exists between computers and individual learning. By analyzing other studies, the researcher will be able to determine the impact that computers has had on individual learning. By looking at a range of literature over the past 10 years, the researcher should be able to fully answer the research questions based on the findings from past studies. It is the researcher’s responsibility to adequately and fairly disclose all of the needed literature on the subject. All viewpoints and theories should be accurately reported in order for the research to be a fair representation of the issue at hand.
Bibliography
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Coftco, E., 2016. A review of research on intercultural learning through computer-based digital technologies. Journal of Educational Technology & Society, 19(2), pp. 313-327.
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Isik, A., 2015. The relationship between primary school teacher candidates’ tendency for lifelong learning and their perceptions of computer self-efficacy. Educational Research and Reviews, 10(17), pp. 2512-2523.
Kistner, S., 2016. Model development in scientific discovery learning with a computer-based physic task. Computers in Human Behavior, 59, pp. 446-455.
Moeller, B. & Reitzes, T., 2011. Integrating technology with student learning. Education Development Center, 77.
Snell, D., 1997. Computers in education. A brief history. Retrieved on 17 August 2016, from https://thejournal.com/Articles/1997/06/01/Computers-in-Education-A-Brief History.aspx?Page=3.
Van de Kleij, M., 2015. Effects of feedback in a computer-based learning environment on students’ learning outcomes: a meta-analysis. Review of Educational Research, 85, pp. 475-511.
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