Copyright (c) 2013 Dublin Institute of Technology All rights reserved. http://arrow.dit.ie/buschmanbk Recent documents in Books/Book Chapters en-us Wed, 15 May 2013 10:05:53 PDT 3600 http://arrow.dit.ie/buschmanbk/7 http://arrow.dit.ie/buschmanbk/7 Thu, 07 Mar 2013 01:05:10 PST A correlation is a measure of the linear relationship between two variables. It is used when a
researcher wishes to describe the strength and direction of the relationship between two
normally continuous variables. The statistic obtained is Pearson’s product-moment
correlation (r), and SPSS also provides the statistical significance of r. In addition, if the
researcher needs to explore the relationship between two variables while statistically
controlling for a third variable, partial correlation can be used. This is useful when it is
suspected that the relationship between two variables may be influenced, or confounded, byA correlation is a measure of the linear relationship between two variables. It is used when a
researcher wishes to describe the strength and direction of the relationship between two
normally continuous variables. The statistic obtained is Pearson’s product-moment
correlation (r), and SPSS also provides the statistical significance of r. In addition, if the
researcher needs to explore the relationship between two variables while statistically
controlling for a third variable, partial correlation can be used. This is useful when it is
suspected that the relationship between two variables may be influenced, or confounded, by the impact of a third variable. Correlations are a very useful research tool but they do not address the predictive
power of variables. This task is left to regression. Regression is based on the idea that the
researcher must first have some valid reasons for believing that there is a causal relationship
between two or more variables. A well known example is the consumer demand for products
and the level of income of consumers. If income increases then demand for normal goods
such as cars, foreign travel will increase. In regression analysis, a predictive model needs to
fit to both the data and the model. And then we can use the result to predict values of the
dependent variable (DV) from one or more independent variables (IVs). In straight forward 2
terms, simple regression seeks to predict an outcome from a single predictor; whereas2
terms, simple regression seeks to predict an outcome from a single predictor; whereas multiple regression seeks to predict an outcome from several predictors.multiple regression seeks to predict an outcome from several predictors.

]]> Donal O'Brien et al. http://arrow.dit.ie/buschmanbk/6 http://arrow.dit.ie/buschmanbk/6 Thu, 08 Mar 2012 04:32:13 PST This chapter explores students’ perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the capability to transform learning. The author’s discipline is Information Technology and Business Information Systems; from experience and case studies there is ample evidence to suggest that the use of technology does not always necessarily meet user requirements. Students are the end users of the technologies that educators use to enhance students’ learning experiences. This chapter was undertaken to obtain students’ perspectives (as the end users) on the uses of technologies in higher education to assist educators in improving the pedagogical design of their e-learning platforms. The responses received from students clearly indicate they are of the opinion that the use of technologies in higher education beneficially transforms learning but will never replace lecturers. In essence, the benefits that can be achieved through the use of technologies are totally dependent on the ways they are employed pedagogically by lecturers.

]]> Eileen O'Donnell http://arrow.dit.ie/buschmanbk/5 http://arrow.dit.ie/buschmanbk/5 Thu, 08 Mar 2012 04:09:12 PST Students are the end users of the Information Systems that educators use to enhance students’ learning experiences. The use of technologies in education has altered the ways in which lecturers and students can interact and has expanded the volume of information that students can access. This study was undertaken to obtain students perspectives on the uses of technologies in higher education to assist educators in improving the pedagogical design of e-learning platforms, known as learning management systems. This chapter provides students’ perspectives on the academic use of technologies in two higher education institutions in Ireland. Analysis of the responses received from three hundred and twenty students indicates that students are of the opinion that the use of technologies in higher education can beneficially transform learning; however, technologies will never replace lecturers.

]]> Eileen O'Donnell et al. http://arrow.dit.ie/buschmanbk/4 http://arrow.dit.ie/buschmanbk/4 Thu, 08 Mar 2012 03:55:28 PST This chapter explores students’ perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the capability to transform learning. The author’s discipline is Information Technology and Business Information Systems; from experience and case studies there is ample evidence to suggest that the use of technology does not always necessarily meet user requirements. Students are the end users of the technologies that educators use to enhance students’ learning experiences. This chapter was undertaken to obtain students’ perspectives (as the end users) on the uses of technologies in higher education to assist educators in improving the pedagogical design of their e-learning platforms. The responses received from students clearly indicate they are of the opinion that the use of technologies in higher education beneficially transforms learning but will never replace lecturers. In essence, the benefits that can be achieved through the use of technologies are totally dependent on the ways they are employed pedagogically by lecturers.

]]> Eileen O'Donnell