Technology-aided learning environment: An investigation into electrical/electronics students’ instructional preferences, attitude and approaches to learning

Abstract

Technology-aided learning environment is replacing the popular teacher-dominated teaching-learning process. This study investigated electrical/electronics students’ instructional preferences for technology-aided learning environment in relation to their approaches and attitudes to learning. A total of 339 third- and final-year electrical/electronics technology students from 18 universities participated in the study. A questionnaire package comprising of three adapted scales (students’ instructional preference, approaches to learning and students’ attitude) was used to collect data for the study. Results showed that students preferred teacher-directed technique, followed by knowledge construction, and finally cooperative learning. Students adopted deep approach to learning rather than strategic and surface approach. Students’ attitude reflected a very good subject confidence, fairly good behavioural engagement, but poor confidence with technology, use of technology for learning, and affective engagement. There were significant relationships found between students’ instructional preferences and approaches to learning; instructional preferences and students’ attitude; and approaches to learning and students’ attitude towards learning. The study recommends intensive use of technology facilities in the training of electrical/electronics technology students to aid their interest and participation in knowledge construction, and their relevance in the 21st century workplace.

Keywords: approaches to learning; attitude; electrical/electronics students; instructional preferences; learning environment; technology; technology-aided learning environment