Abstract:

Learners in the world of prevalent technology use ICT both inside and outside classroom. Their experiences and frequency of using ICT for learning can influence their perception toward technology use for learning, and consequently affect the effectiveness of ICT learning tools and systems.

We conducted a nation-wide survey on university students’ use of ICT inside and outside classroom and their perceptions toward using technology for learning (N=35,960), in eighty-three schools South Korean universities.

The research questions were:
(1) how the frequency of using ICT for learning inside classroom predict students’ perception toward ICT learning tools or systems;
(2) how the frequency of using ICT for learning outside classroom predict students’ perception toward ICT learning tools or systems;
(3) how the two modes of usage have different the influential power.

The multiple regression with controlling grade, school, gender, and majors showed that first, there was statistically significant influence of frequency of ICT in class on students’ perception of need for ICT. Second, there was statistically significant influence of frequency of ICT outside class on students’ perception of need for ICT use. Lastly, the students’ frequency of ICT outside class was higher impact on students’ perception of need for ICT (B=.240<.281, p<.05). The implications for implementing ICT in higher education settings and for designing formal and informal learning were discussed along with future research recommendations.

Keywords:

Technology Integration, Research Studies.