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E-learning in life long education: A computational approach to determining listening comprehension ability

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Abstract

E-Learning is the use of telecommunication technology to deliver information for education and training and it is emerging as the new paradigm of modern education. Because of the increasing amount of technology integration in the learning environment, more and more studies focus on examining “how people learn with technology” This study was conducted to find out how computer assisted language learning contributes to learners’ ability to develop listening comprehension. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction.

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Author information

Authors and Affiliations

  1. Atatürk University, Erzurum, Turkey

    Cem Işık

  2. Kara Elmas University, Zonguldak, Turkey

    Sümeyra Yılmaz

Authors
  1. Cem Işık
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  2. Sümeyra Yılmaz
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Corresponding author

Correspondence to Cem Işık.

Appendix

Appendix

Mann–Whitney Test

Ranks

 

Groups

N

Mean Rank

Sum of Ranks

Pre-Test Scores of Groups

Experimental

21

23,02

483,50

Control

21

19,98

419,50

Total

42

  

Ranks

 

Groups

N

Mean Rank

Sum of Ranks

Post-Test Scores of Groups

Experimental

21

28,83

605,50

Control

21

14,17

297,50

Total

42

  

Group Statistics

 

Groups

N

Mean

Std. Deviation

Std. Error Mean

Pre-test

Control Group

21

12,5238

3,98270

,86910

 

Experimental Group

21

12,5714

1,88604

,41157

Post-test

Control Group

21

13,0952

2,94796

,64330

 

Experimental Group

21

17,1429

2,08052

,45401

Test Statistics(a)

 

Pre-test

Post-test

Mann–Whitney U

188,500

66,500

Wilcoxon W

419,500

297,500

Z

−,815

−3,934

Asymp. Sig. (2-tailed)

,415

,000

a Grouping Variable: similar

(10 Units of Outputs of SPSS)

Test Statistics

 

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Chi-Square

4,258

29,958

17,874

26,214

11,714

Df

1

1

1

1

1

Asymp. Sig.

,039

,000

0,000

0,000

0,000

 

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Chi-Square

21,541

33,537

23,874

35,390

24,420

Df

1

1

1

1

1

Asymp. Sig.

0,000

0,000

0,000

0,000

0,000

a. Kruskal Wallis Test

b. Grouping Variable: Groups

Descriptive Statistics

 

N

Minimum

Maximum

Mean

Std. Deviation

While studying with computers the time passes quickly

21

2

3

2,86

,359

I learn quickly while studying with computers

21

1

3

2,67

,577

I feel uncomfortable while studying with computers

21

1

2

1,19

,402

Learning with computers increases my success

21

2

3

2,76

,436

Learning from computers increases my confidence

21

1

3

2,33

,796

Computers make me eager to study more

21

2

3

2,57

,507

At first, learning with computers seems enjoyable but later I’m bored

21

1

3

2,05

,669

Instruction with computers is very enjoyable

21

2

3

2,86

,359

I would like to learn all the courses with computers

21

1

3

1,95

,805

I learn easily with colorful graphics and animation

21

1

3

2,76

,539

Valid N (list wise)

21

    

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Işık, C., Yılmaz, S. E-learning in life long education: A computational approach to determining listening comprehension ability. Educ Inf Technol 16, 71–88 (2011). https://doi.org/10.1007/s10639-009-9117-9

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