Athens 2004 Team Leaders' Attitudes toward the Educational Multimedia Application "Leonidas"

By Vernadakis, Nikolaos; Giannousi, Maria et al. | Educational Technology & Society, January 2010 | Go to article overview
Save to active project

Athens 2004 Team Leaders' Attitudes toward the Educational Multimedia Application "Leonidas"

Vernadakis, Nikolaos, Giannousi, Maria, Derri, Vassiliki, Kellis, Iraklis, Kioumourtzoglou, Efthimis, Educational Technology & Society


Technology offers a promising resource (via computer networks, distance learning systems, multimedia software, and video materials) for training staff and volunteers, sharing information about promising practices, and reducing the isolation of many programs. The new technologies offer ways of individualizing instruction to meet the needs of types of learners and potentially to reach all types of learners in ways they learn best.

So, is there any value added by using technology in adult education? As with so many other innovations, the value is not intrinsic, but rather depends on how and for what purposes one uses the innovation. Simply adding technology without challenging ourselves to do things we could not do before, or to do them differently, is meaningless at best, and very expensive at worst. On the other hand, technology applications and activities that lead to expanded opportunities for learning can only help adult learners acquire the skills and mastery of tools to support independent, lifelong learning.

Multimedia computer-assisted instruction (MCAI) is increasingly being used as a means of delivering educational content in organizations training. Efficiency, portability, consistency, and effectiveness have all been cited as reasons for employing this technology in the company's educational environment. These visual learning symbols, pictures, and other representative techniques allow students to go deeper into ideas and concepts (Chandler, 2003).

However, the rapid growth of multimedia implementation in learning settings does not guarantee participation and acceptance on the part of employees. Negative attitudes towards multimedia-based instruction could be a deterrent to using multimedia technology as a learning tool. Therefore, the thoughts, tendencies and attitudes of the learners' towards these tools are needed to be determined (Becker and Maunsaiyat, 2002; Christensen and Knezek, 2000; Isman and Dabaj, 2004; Selwyn, 1997).

Awareness of employees' attitudes toward MCAI is a critical criterion in the evaluation of multimedia courses and in the development of multimedia computer-assisted curricula. Attitudes toward multimedia-enhanced instruction are considered to influence not only the acceptance of this medium of instruction, but also future behaviors in the learning process. For this reason, the promotion and maintenance of positive attitudes toward MCAI is of paramount importance. Negative attitudes must not be allowed to limit the knowledge and creativity of learners, nor anxiety to interfere with the learning process. If the utilization of multimedia teaching/learning environments is to be maximized, attitudes toward these learning settings must be continuously monitored. Fast, effective instruments to assess attitudes toward multimedia instruction are crucial to this process.

There is a wealth of computer attitude scales available in the literature. Many instruments have been developed with the purpose of measuring computer anxiety, computer usage, computer appreciation, and other computer-related attitudes (Jones and Clarke, 1994; Kay, 1993; Selwyn, 1997). There are a number of studies which provide useful empirical comparisons of available computer attitude scales (Gardner, Discenza & Dukes, 1993; Woodrow, 1991). All the previous references to existing surveys focus on general attitudinal parameters rather than on in-depth attitude- related dimensions. Besides, all the surveys reviewed explore learners' attitudes towards computers, and none of them elicit students' perceptions toward multimedia instruction as such.

Garcia (2001) reported a practical, multi-dimensional, easy-to-administer research tool specifically intended to assess the attitude of learners towards multimedia-enhanced instruction. The specificity of this 25-item instrument constituted a powerful tool for the assessment of student attitudes towards multimedia technology when this was used for educational purposes.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this article

Cited article

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Athens 2004 Team Leaders' Attitudes toward the Educational Multimedia Application "Leonidas"


Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?