An investigation into the effectiveness of ICT in learning for a class of adult female students case study approach.

This paper presents a review and investigation into the effectiveness of ICT on learning. Research was conducted on an all female class of community care students in an adult education centre. In addition the effects, if any, of age or gender on the use of ICT were addressed. Based on the theories of Bandura and Vygotsky the research was carried out in a socio-constructive learning environment. Effectiveness of ICT in learning was examined with respect to achievement, satisfaction, self-efficacy and collaboration. A comparison between learning through the use of ICT only, traditional learning only, and a blend of traditional learning combined with ICT learning was conducted. Empirical evidence revealed that students achieve higher test scores and higher improvement through a blend of ICT and traditional learning. All students experienced satisfaction using basic ICT to learn other curriculum subjects. However students who had no previous ICT experience felt apprehensive about using ICT and exhibited lower satisfaction levels than students with previous ICT experience. Eighty nine percent of students experienced a measureable increase in self-efficacy while using ICT to learn regardless of previous ICT experience. ICT was conducive to collaborative learning when learning other topics. In contrast word processing reduced collaboration. Students perceived age, career and personal interest to have an effect on the digital divide. They did not, however, consider gender to be a major factor contributing to the digital divide.