Attitudes and Acceptability of Smart Wear Technology: Qualitative Analysis from the Perspective of Caregivers

Park, Soon Jee; Harden, Amy J.; Nam, Jin Hee; Saiki, Diana; Hall, Scott S.; Kandiah, Jayanthi

doi:10.6115/ijhe.2012.13.2.87

Cited by 5 publications

(4 citation statements)

References 19 publications

(20 reference statements)

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“…As suggested by Park (2009), it is essential for IHLs to understand student attitudes in order to assess their readiness for blended learning.…”

Section: Student Readiness For Blended Learningmentioning

confidence: 99%

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Readiness for Blended Learning: Understanding Attitude of University Students

Tang

2013

ijcse

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Information technology (IT) has provided new means for learning delivery outside of conventional classrooms. Leveraging on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can provide. To help institutions of higher learning (IHLs) improve their understanding of how students view blended learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to examine how the attitude of students towards different learning aspects could influence their readiness for blended learning. We conceptualized six learning aspects in a research model and then collected responses from 201 full-time undergraduate students to validate the model. Analyses revealed three key findings. First, the use of technology in education was not a hindrance to the students. Second, blended learning adaptability, which was modelled as a second-order formative construct and formed by four first-order reflective constructs-attitude towards online learning, study management, online interaction, and learning flexibility-had a International Journal of Cyber Society and Education 80 positive relationship with student readiness for blended learning. Third, attitude towards classroom learning had a negative relationship with student readiness for blended learning. An understanding of student attitude towards different learning aspects can be critical in the assessment of student readiness for blended learning, which is a prerequisite for successful implementation of blended learning.

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“…As suggested by Park (2009), it is essential for IHLs to understand student attitudes in order to assess their readiness for blended learning.…”

Section: Student Readiness For Blended Learningmentioning

confidence: 99%

“…Among the perspectives, that of the students is the most vital. Park (2009) stresses the need to do further research about student attitude towards blended learning. Baldwin-Evans (2006), in the same vein, supports the idea of assessing learner readiness prior to full implementation of this novel teaching and learning approach.…”

Section: Introductionmentioning

confidence: 99%

Readiness for Blended Learning: Understanding Attitude of University Students

Tang

2013

ijcse

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“…Whether caregivers adopt and embrace such technology may depend on a variety of practical variables, such as appearance, ease of use, cost, and perceived advantages or disadvantages for the quality of care received by vulnerable family members (Park et al, 2012). Based on the concept and study of reasoned action (Sheppard, Hartwick, & Warshaw, 1988), we suppose that family caregivers-at times in consultation with carerecipients-make deliberate choices about processes of caregiving, and that their choices will be influenced by their attitudes and intentions.…”

Section: Smart Wear Technologymentioning

confidence: 99%

Implications of Smart Wear Technology for Family Caregiving Relationships: Focus Group Perceptions

Hall

Kandiah

Saiki

et al. 2014

Social Work in Health Care

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Technological advances in monitoring vulnerable care-recipients are on the rise. Recent and future development of Smart Wear technology (devices integrated into clothing that monitor care-recipients) might assist family caregivers with tasks related to caring for young children, relatives with disabilities, and frail spouses or parents. However, the development and use of this technology in family caregiving contexts is in its infancy. Focus group interviews of family caregivers were conducted to explore perspectives regarding the potential integration of Smart Wear technology into their family caregiving. Responses were analyzed qualitatively for themes related to perceptions of how Smart Wear could impact relationships between caregivers and care-recipients. Three major themes emerged: quality and quantity of interaction, boundary issues, and implications for anxiety. Implications and recommendations are discussed regarding maximizing the potential benefits of Smart Wear technology in ways that promote and protect healthy relationships among caregivers and care-recipients.

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“…Particularly, the student's perspective is crucial for successfully implementing blended learning in technical and vocational institutions. Few researchers call for more research on student attitudes toward blended learning, and few advocates measure learner readiness prior to fully implementing this unique teaching and learning approach [ 7 , 8 ]. Researchers have been working on the online and blended learning readiness scale for some years.…”

Section: Introductionmentioning

confidence: 99%