Investigating Collaborative Learning Effect in Blended Learning Environment by Utilizing Moodle and WeChat

Liu, Ruixue; Shi, Changdi

doi:10.1007/978-3-319-41165-1_1

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…In the literature, studies have reported that blended learning has the potential to contribute to various skills including twenty-first century skills. Research has reported that the blended learning model positively contributed to students' problem-solving skills (Suprabha and Subramonian 2019), science process skills (Harahap et al 2019), professional development skills (Yeh et al 2011), transfer of learning and knowledge transformation skills (Demirer and Sahin 2013;Jou et al 2016), self-directed learning skills (Akgunduz and Akinoglu 2016), visual literacy skills (Huilcapi-Collantes et al 2020), language skills (Hossein and Gwo-Jen 2020; Mingyong 2015), collaborative learning skills (Liu and Shi 2016), critical thinking skills (Jou et al 2016), and selfdetermination for learning (Joo et al 2013). In addition, Yeh et al (2011) concluded that the blended learning model developed the professional knowledge and personal teaching efficacy of preservice teachers.…”

Section: Discussionmentioning

confidence: 99%

Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Şentürk

2020

Educ Inf Technol

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The purpose of this study was to examine the effects of a blended teaching-learning approach on academic achievement and twenty-first century skills of preservice teachers who took the teaching principles and methods course. The implementation was carried out over a period of ten weeks with preservice teachers who were enrolled in pedagogical training at the Faculty of Education at Karamanoğlu Mehmetbey University in the 2019-2020 academic year. In the study, a semi-experimental research design with experimental and control groups was employed. Data collection tools were an academic achievement test and "multidimensional twenty-first century skills scale". Analysis revealed that there was a significant difference across the two groups' academic achievement and twenty-first century skills in favor of the experimental group. In addition, analysis of the retention test administered four weeks later showed a significant difference in favor of the experimental group. In the light of the results, the implications and future directions were discussed.

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Section: Discussionmentioning

confidence: 99%

Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Şentürk

2020

Educ Inf Technol

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“…According to [4] user satisfaction, technological achievement, and organizational and individual impact are good system quality indicators. Usability, responsiveness, availability, adaptability, and dependability are specific system quality components [5,11]. A number of studies [8][9][10]12] have revealed that system quality significantly impacts student satisfaction.…”

Section: B System Quality (Sq) and Student Satisfaction (Ss)mentioning

confidence: 99%

Computer Self-efficacy on Using Learning Management System: From the Lens of Undergraduate Students

Umam

2024

IJIET

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The development of technological shapes to support learning process both online and offline becoming more diverse to achieve the learning quality with ease, flexible and effective. Learning Management Systems (LMS) are examples of Internet-based technology that are commonly employed in developed countries. However, the number university using LMS as media learning support in developing countries such as Indonesia are limited Many factors both support and hinder the practical usage of LMS. As a result, the goal of the study was to assess the factors influencing the successful usage of LMS at the university using the Delone McLean model approach (D&M). This model was modified, and a broad factor called Computer Self-Efficacy (CSE) was introduced, which was tested using a questionnaire on 311 undergraduate students. Six hypotheses were tested, four of which were supported and two were rejected. Based on these findings, it concluded that this study had helped to modify the D&M model, which can improve the ability of students’ services in online learning and encourage students’ self-efficacy gradually.

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“…Researchers have used MIM tools to provide students in higher-education courses with a channel for after-hours instructor support or to distribute additional educational materials [40]. WhatsApp and similar tools have been used to build educational games [7,17], for class discussion in university settings [21,24], and for sharing voice recordings for peer-feedback during language learning [44].…”

Section: Related Workmentioning

confidence: 99%

Engaging High School Students in Cameroon with Exam Practice Quizzes via SMS and WhatsApp

Poon

Giroux

Eloundou‐Enyegue

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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We created a quiz-based intervention to help secondary school students in Cameroon with exam practice. We sent regularly-spaced, multiple-choice questions to students' own mobile devices and examined factors which influenced quiz participation. These quizzes were delivered via either SMS or WhatsApp per each student's preference. We conducted a 3week deployment with 546 students at 3 schools during their month of independent study prior to their graduating exam. We found that participation rates were heavily impacted by trust in the intervening organization and perceptions of personal security in the socio-technical environment. Parents also played a key gate-keeping role on students' digital activities. We describe how this role -along with different perceptions of smartphones versus basic phones -may manifest in lower participation rates among WhatsApp-based users as compared to SMS. Finally, we discuss design implications for future educational interventions that target students' personal cellphones outside of the classroom. CCS CONCEPTS• Human-centered computing → Empirical studies in ubiquitous and mobile computing; Mobile phones; • Applied computing → Computer-assisted instruction.

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Investigating Collaborative Learning Effect in Blended Learning Environment by Utilizing Moodle and WeChat

Cited by 5 publications

References 12 publications

Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills

Computer Self-efficacy on Using Learning Management System: From the Lens of Undergraduate Students

Engaging High School Students in Cameroon with Exam Practice Quizzes via SMS and WhatsApp

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