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

Geng, Shuang; Law, Kris M. Y.; Niu, Ben

doi:10.1186/s41239-019-0147-0

Cited by 303 publications

(251 citation statements)

References 66 publications

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“…This is because one of the members of the group has ever joined scientific groups in the school so that they got used to doing with the investigation activity and problem-solving. This investigation activity is able to make the students become independent learner and encourages them to be responsible to their own learning, learning effectiveness, and critical thinking (Smallhorn et al, 2015;Kopzhassarova et al, 2016;Geng et al, 2019).…”

Section: The Implementation Of the Science Contextbased Inquiry Learnmentioning

confidence: 99%

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Pursitasari

Suhardi

Putra

et al. 2020

JPII

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This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.

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Section: The Implementation Of the Science Contextbased Inquiry Learnmentioning

confidence: 99%

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Pursitasari

Suhardi

Putra

et al. 2020

JPII

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“…This was acknowledged by Gehlen-Baum and Weinberger (2012) who stated that students use their mobile devices for annotating lecture slides, taking notes, looking at lecture-related websites and looking at lecture-related documents. Guided intervention in mobile learning is a concern to be taken into consideration when we talk about blended learning as Geng et al (2019) implied that teaching presence is critical to the course and facilitation. Teaching presence can be defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and worthwhile educational learning outcomes (Anderson et al 2001).…”

Section: Guided Mobile Learning and Academic Performancementioning

confidence: 99%

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Azlan

Kamal

et al. 2020

Educ Inf Technol

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This quasi-experimental study examined a guided learning approach towards the use of mobile devices and investigated the performance of language learners who were guided in the usage. A total of 419 students from two faculties were invited to participate in this 8-week intervention, 155 participants in the control group and 264 in the experimental group. In the experimental group, the researchers incorporated guided activities Module Intervention Model (MIM) using mobile devices into the ESL lessons whereas the control group lessons were without guided activities. Participants from both groups were asked to record their daily mobile device use for activities related to English language learning using an online form. These data were compared to the results of the tests conducted pre-and post-treatment. At the end of the study, students who received guided language activities utilizing the mobile devices had significantly higher levels of language performance than control group students. However, treatment group students who spent more time using mobile devices to learn the language did not display better performance compared to those who spent minimal time. This finding re-established the importance of guided activities as intervention to facilitate students' learning and points to the need for curricular modernization and faculty development in the instructional use of technology. Due to the increased need for online instruction precipitated by "social distancing and isolation' required to overcome the coronavirus pandemic, the need for faculty to acquire skills in guided use of mobile devices for school-related learning is anticipated to be greater than ever.

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“…The absence of suitable devices or their incompatibilities may hinder the effectiveness of the learning experience designed by the instructors. According to [22], many studies assessed students' readiness to use technology by examining several factors such as personal innovation, perceived usefulness, performance expectancy, effort expectancy, social influence, perceived playfulness, self-management of learning, using the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and User of Technology (UTAUT) [23] [24]. In the same article, [22] referred to [25] who concluded that most students in higher learning institutions nowadays are what we commonly call digital natives.…”

Section: Resultsmentioning

confidence: 99%

Virtual Reality-Based Education (VRBE): Understanding Students’ Readiness and Expectancies

Ismail*¹,

Hashim²

2020

IJITEE

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Driven by the rapid advancement in the field of Science and Technology, students regardless of areas and programmes are now exposed to a variety of immersive technologies. Therefore, it has become a challenge for educators in designing a meaningful learning experience. The use of such technologies has led to the emergence of new approaches in a learning experience, namely one that involves Virtual Reality (VR) and Augmented Reality (AR). Thus, understanding students’ readiness and expectancies is very important in leveraging the use of these technologies in teaching and learning. This study was conducted with the aim of addressing 2 objectives which are to identify the level of readiness of law students at the Faculty of Law, UKM in using VR in their learning; and, to identify the students’ expectancies when using VR in learning. Questionnaires were used to obtain data that were intended to measure the student’s readiness and expectancies. The findings showed that most of the students at the Faculty of Law have the technological readiness to use VR in their learning in law classrooms. However, some considerations need to be taken especially the availability of devices which does not ensure the existence of total willingness to accept something as new as using VR in a law class. As a conclusion, the findings of this study have brought into attention that VR technology can be used in law classrooms despite its discipline which has always been traditional (lectures and tutorials) and conventional (numerous readings, note-takings, and listening). However, the preparation of students’ affective domain is crucial especially in providing them with the strategies to learn with the help of VR technology.

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

Cited by 303 publications

References 66 publications

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Virtual Reality-Based Education (VRBE): Understanding Students’ Readiness and Expectancies

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