Investigating self-directed learning and technology readiness in blending learning environment

Blended Learning (BL) creates a ‘rich’ educational environment with multiple technology-enabled communication forms in both face-to-face and online teaching. Students’ characteristics are closely related to the learning effectiveness in the BL environment. Students’ ability to direct themselves in l...

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Vydané v:	International Journal of Educational Technology in Higher Education Ročník 16; číslo 1; s. 1 - 22
Hlavní autori:	Geng, Shuang, Law, Kris M. Y., Niu, Ben
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Cham Springer International Publishing 21.05.2019 Springer Nature B.V SpringerOpen
Predmet:	Ability Academic Achievement Active Learning Blended learning CAI Classrooms Community of inquiry Computer Appl. in Social and Behavioral Sciences Computer assisted instruction Computer Mediated Communication Computer Science Computers and Education Cooperative learning Course Content Distance learning Educational Environment Educational Facilities Improvement Educational Strategies Educational Technology Electronic Learning Higher Education Humanities In Person Learning Independent study Influence of Technology Information Systems Applications (incl.Internet) Innovation Instructional Effectiveness Law Learner Engagement Learning Learning Activities Learning environment Learning Experience Learning Motivation Learning Processes Learning Strategies Motivation Research Article Self instruction Self-directed learning Selfdirected learning Statistics for Social Sciences Student Motivation Students Teaching Technology Technology readiness Technology utilization Telecommunications Community of inquiry Self-directed learning Technology readiness Motivation Blended learning
ISSN:	2365-9440, 2365-9440
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Popis
Shrnutí:	Blended Learning (BL) creates a ‘rich’ educational environment with multiple technology-enabled communication forms in both face-to-face and online teaching. Students’ characteristics are closely related to the learning effectiveness in the BL environment. Students’ ability to direct themselves in learning and to utilise learning technologies can affect student learning effectiveness. This study examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non-BL (NBL) settings. The results indicated that the BL environment provides good facilitation for students’ social involvement in the class. Student technology readiness plays a stronger role in impacting the teaching presence in a BL environment than NBL environment. These findings imply that a proper BL setting creates a cohesive community and enhances collaborations between students. Prior training of learning technologies can potentially enhance students’ teaching presence.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	2365-9440 2365-9440
DOI:	10.1186/s41239-019-0147-0