Significant predictors for effectiveness of blended learning In a language course

Wichadee, Saovapa

doi:10.29140/jaltcall.v14n1.222

Cited by 21 publications

(21 citation statements)

References 21 publications

(30 reference statements)

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“…Understandably, effective implementation of BL methods has emerged as a key issue in subsequent information technology (IT) research (Kintu, Zhu, & Kagambe, 2017) that has aimed to describe successful blended learning environments mainly in terms of learner characteristics, design features and learning outcomes. Due to the limited research interest they have received within the CALL area (Wichadee, 2018),this study treats selfperceived digital literacy skills and satisfaction as key determinants for L2 learners' effective participation in the online module of the BL language course and investigates these in relation to the constructs of computer anxiety and self-efficacy.…”

Section: Digital Literacy and Satisfaction As Predictors Of Successful Blended Learningmentioning

confidence: 99%

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Katsarou

2021

Journal of Education and e-Learning Research

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Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students' academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners' self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants' digital literacy level, learner satisfaction, computer anxiety and selfefficacy respectively. Statistical analysis of the results revealed an overall adequate level of students' digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners' digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course.

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Section: Digital Literacy and Satisfaction As Predictors Of Successful Blended Learningmentioning

confidence: 99%

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Katsarou

2021

Journal of Education and e-Learning Research

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“…In this way, blended learning can be conceptualized as a design approach, whereby both face-to-face and online learning are made better by the presence of each other. Past research has shown that students have positive attitudes toward blended learning as a result of having more freedom and responsibility in learning, as well as convenience (Wichadee, 2018).…”

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Participation is Predictive of Individual, but Not Group, Work in the Context of a Blended General Education Course

et al. 2020

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Past research on face-to-face instructional delivery demonstrates that students’ participation is positively related to their achievement in a course (Rocca, 2010), and that participation mediates the relation between attendance and achievement (Kim et al., 2019). Given that blended learning is on the rise in higher education (Johnson et al., 2016), it is of growing interest to explore whether this positive association between participation and achievement holds in the context of blended learning. Here we investigated whether students’ participation was (a) predictive of their overall grade in the course and (b) differentially predictive of their grades on three different types of assessments: tests (test and quiz), written assignments (argumentative letter and critical essay), and oral activities (debate). The results of our regression analyses showed that participation grades were predictive of learning achievement in the course with respect to overall grade (R2=0.364; ß=0.365), test grade (R2=0.164; ß==0.327), and written grade (R2=0.212; ß=0.278). Participation was not predictive of oral grades as a whole; however, further analyses showed that students’ participation predicted the individual (vs. group-based) component of the oral grade (R2=0.045; ß=0.113). Thus, our findings demonstrate that students’ participation grades are predictive of their grades on assessments that are independent but not group-based, at least in the context of the blended course investigated in this study.

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“…Beberapa penelitian sebelumnya menunjukkan bahwa pembelajaran daring tidak selalu lebih mudah dan lebih menantang daripada pembelajaran konvensional (Cleveland-Innes & Campbell, 2012;Hava, 2021;Toro, 2019;Wichadee, 2018).…”

Section: Abstrakunclassified

Persepsi Siswa terhadap Pembelajaran Bahasa Indonesia Berbasis Daring di SMAN 1 Pasuruan

Putikadyanto¹,

Efendi²,

Romadhon³

et al. 2021

GJPBSI

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The Covid-19 pandemic has had a major impact on all aspects of education around the world. This pandemic shattered the previously established education system. Face-to-face offline learning in schools has been forced to close and disrupt the learning of more than 1.6 billion students worldwide. Learning in droves has turned to using online-based technology, including learning Indonesian in Indonesia. Students are forced to follow these fundamental changes for the sake of the continuity of the learning process. This study attempts to describe students' perceptions of online-based Indonesian language learning in one of the Indonesian schools, SMAN 1 Pasuruan.

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Significant predictors for effectiveness of blended learning In a language course

Cited by 21 publications

References 21 publications

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Participation is Predictive of Individual, but Not Group, Work in the Context of a Blended General Education Course

Persepsi Siswa terhadap Pembelajaran Bahasa Indonesia Berbasis Daring di SMAN 1 Pasuruan

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