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.

摘要

数字原生代的神话依然存在，留下了关于千禧一代学习者如何参与在线课程的问题。虽然智能设备无处不在，但一些学生对在线学习感到焦虑。教育者冒着投资在线课程的风险，让技术水平较低的学习者落后。我们研究了技术准备情况的差异与在线课程中学习者的自我效能、参与度和成就之间的关系。我们实施既定的技术准备指数来检查对技术不太熟悉的学习者是否处于不利地位。我们在一个在线商务谈判课程中抽样了 102 名学习者。调查结果表明，无论学习者的技术准备水平或缺乏在线课堂经验，他们都能自信地完成技术任务。然而，对技术不太满意的学习者，分别报告在一般社交互动和与同学的学术特定社交互动中的自我效能感较低。在线教育工作者应该让技术水平较低的学生放心，以增加在线社交渠道的舒适度。