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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Bibliographic Details
Published in:International Journal of Educational Technology in Higher Education Vol. 16; no. 1; pp. 1 - 22
Main Authors: Geng, Shuang, Law, Kris M. Y., Niu, Ben
Format: Journal Article
Language:English
Published: Cham Springer International Publishing 21.05.2019
Springer Nature B.V
SpringerOpen
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:2365-9440
2365-9440
DOI:10.1186/s41239-019-0147-0