Computers and Students' Conceptions of Learning: The Transition from Post-Secondary Education to the Workplace

Abstract

Recognition that we live in a rapidly changing knowledge economy has led to an increased interest in lifelong learning. Workplaces are in need of employees who can learn new skills and adapt quickly to social and technological changes. Educational institutions are faced with the challenge of providing students with the knowledge and skills so that they may adapt successfully to job-related changes after completing their formal education. In this study, 445 post-secondary students were surveyed to assess conceptions of learning and their preparation for the workplace. Use of information technology was assessed in terms of skills, attitudes, skill development, and methods of learning. Results indicated that various conceptions of learning are associated with different perceptions of the learning environment, different perceptions of learning needs and skills, and with different perceptions of the demands of the future workplace. Unlike surface learners, deep and lifelong learners prefer to learn independently, use computers for more sophisticated tasks, value their studies, see the connections between their studies and future work, and conceive of higher-level applications for their computer skills. These results present many challenges for the design of educational programs.