| dc.contributor.author | Τόγια, Ασπασία | el_GR |
| dc.contributor.author | Κορομπίλη-Ξαντίδου, Στέλλα | el_GR |
| dc.contributor.author | Μάλλιαρη, Αφροδίτη | el_GR |
| dc.contributor.author | Togia, Aspasia | en |
| dc.contributor.author | Korobili - Xantinidou, Stella | en |
| dc.contributor.author | Malliari, Aphrodite | en |
| dc.date.available | 2013-11-15T07:31:13Z | |
| dc.date.issued | 2012 | |
| dc.identifier.issn | 0024-2535 | |
| dc.identifier.uri | http://hdl.handle.net/10797/13444 | en |
| dc.description | Purpose – The purpose of this paper is to give an insight to the motivation processes and learning
strategies of the students of the Library and Information Systems (LIS) Department of Alexander
Technological Educational Institute (ATEI), Thessaloniki, in courses encompassing Information
Technology (IT).
Design/methodology/approach – The students participated in the study between the 10th and 12th
week of a 13-week semester.Data were collected with the ScienceMotivationQuestionnaire (SMQ)and the
Self-Regulated Learning Strategies component of the Motivational Strategies for Learning Questionnaire
(MSLQ). Independent samples t-tests were used to indicate any associations between motivation to learn
and learning strategies, with students’ background characteristics. Multiple regression analysiswas used
to predict students’ levels of motivation from the background characteristics, and their intention to
continue their studies and to work as librarians/information professionals.
Findings – Results showed that participants reported relatively increased levels of motivation and
employment of effective learning strategies. Participants’ intention to continue their studies in
library/information science emerged as the only variable that significantly contributed to the equation
for predicting self-regulated learning from the whole set of predictors and also to the prediction of
motivation to learn.
Research limitations/implications – The SMQwas originally designed for science courses and the
use of the translated and slightly modified version did not seem to be very sensitive in the IT learning
context.Afollow up study with different methodologies, would add to the weight of the present findings.
In addition, future studies could focus on the particular factors that motivate students to learn IT and to
achieve the learning objectives of the IT courses.
Practical implications – The intended outcome of this survey was to provide LIS students and
instructorswith an assessing tool to evaluate motivation to learn ITand the effectiveness of the strategies
employed in the process of acquiring knowledge and skills. Based on the results, faculty members can
provide learning environments that promotemotivation towards learning and encourage students to select
and use more advanced and effective learning strategies. In addition, the results of the study provide an
additional argument for organizing a postgraduate programat the LISDepartment ofATEI,Thessaloniki.
Originality/value – Empirical research on learning attitudes of LIS students is limited. Moreover,
motivation and learning strategies use have never been studied in the Greek context of library
education, although IT literacy is an essential task and all LIS Departments’ instructors share the
important goal of fostering students’ motivation to learn IT. | en |
| dc.description.abstract | Περιέχει το πλήρες κείμενο | el_GR |
| dc.language.iso | eng | en |
| dc.rights | info:eu-repo/semantics/openAccess | en |
| dc.source | Library Review 61.1 (2012): 41-56. | en |
| dc.source | Library and Information Science Abstracts (LISA) | en |
| dc.source.uri | http://search.proquest.com/lisa/docview/1018333870/1423BC82C3D5DE6E5DC/9?accountid=17200 | en |
| dc.title | Motivation to learn and learning strategies: IT courses in a library and information science department | en |
| dc.type | Article | en |
| dc.subject.uncontrolledterm | Greece | en |
| dc.subject.uncontrolledterm | University | en |
| dc.subject.uncontrolledterm | Students | en |
| dc.subject.uncontrolledterm | Information science | en |
| dc.subject.uncontrolledterm | Information technology | en |
| dc.subject.uncontrolledterm | Library studies | en |
| dc.subject.uncontrolledterm | Learning methods | en |
| dc.subject.uncontrolledterm | Motivation to learn | en |
| dc.subject.uncontrolledterm | Learning strategies | en |
| dc.subject.uncontrolledterm | Library and information science students | en |
| dc.subject.JITA | Βιομηχανία, επάγγελμα και εκπαίδευση, Εκπαίδευση | en |
| dc.subject.JITA | Industry, profession and education, Education | en |
| dc.identifier.JITA | GH | en |