Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence

Law, Kris M. Y.; Geng, Shuang; Li, Tongmao

doi:10.1016/j.compedu.2019.02.021

Cited by 327 publications

(299 citation statements)

References 36 publications

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“…In this sense, the effects of the implementation of these learning models have been corroborated in previous literature [13,14] and different factors such as higher learner autonomy, an increase in students' participation or a higher motivation have been pointed out. In the same manner, with regard to the language learning field, there is a growing number of studies developing blended learning models [15,16] in second language (L2) classrooms.…”

Section: Blended Learning and The Use Of Mobile Devicessupporting

confidence: 70%

“…First, the results gathered in the Flipped Learning Experience questionnaire are presented in Table 1. This questionnaire involved items addressing motivation (1-5), effectiveness (6-9), engagement (10)(11)(12)(13) and overall satisfaction (13)(14). In this 5-point Likert scale going from "Strongly Disagree" to "Strongly Agree", 3 indicated the "Neutral" response of participants.…”

Section: Resultsmentioning

confidence: 99%

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Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

2020

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Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems experienced in traditional lecture-based classes. In this context, the use of stationary devices to develop flipped learning processes has been a common practice over the last years. However, the ubiquitous characteristics of mobile devices have rarely been investigated to carry out these types of learning methodologies. With this aim, the present investigation explores students’ perceptions and technological acceptance of the implementation of a flipped learning model in two English as a Foreign Language classes. A quantitative analysis was carried out in order to evaluate the information collected in the two groups. Findings yielded a positive perception of the flipped learning experience, particularly in terms of overall satisfaction. In addition, with regard to the use of mobile devices, participants reported ease of use and highlighted the importance of an appropriate design of the video contents for a successful flipped learning experience through mobile devices. Further research into this topic is sought as students also faced difficulties during the project.

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Section: Blended Learning and The Use Of Mobile Devicessupporting

confidence: 70%

Section: Resultsmentioning

confidence: 99%

Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

2020

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“…These study findings revealed that social media has both positive and negative impacts on students' learning processes, and a balanced approach is recommended while using social media applications [3,125]. The results of the study by Balakrishnan and Gan (2016) showed that student enrollment positively impacts learning performance, and learning motivation positively influences students [126]. Another study revealed that emerging social media applications encourage students to use social media for learning based on students' different learning styles [51].…”

Section: Discussionmentioning

confidence: 88%

The Impact of Social Media on Learning Behavior for Sustainable Education: Evidence of Students from Selected Universities in Pakistan

et al. 2019

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In today’s world, social media is playing an indispensable role on the learning behavior of university students to achieve sustainable education. The impact of social media on sustainable education is becoming an essential and impelling factor. The world has become a global village and technology use has made it a smaller world through social media and how it is changing instruction. This original study is amongst the few to perform a focalized investigation on revealing the relationship between positive and negative characteristics of social media and the learning attitude of university students for sustainable education. However, this study aims to examine the constructive and adverse factors that impact on students’ minds and how these helped students to share positive and negative aspects with others. It is increasingly noticeable that social networking sites and their applications present enormous benefits for as well as risks to university students and their implications on students’ psychological adjustment or learning behaviors are not well understood. This study adapted the cluster sampling method, and respondents participated from five selected regions. Researchers distributed 1013 questionnaires among the targeted sample of university students with an age range of 16 to 35 years, and they collected 831 complete/valid responses. This study applied the social gratification theory to examine students’ behavior practicing social media usage. This study specifically identified 18 adversarial and constructive factors of social media from the previous literature. The findings revealed that the usage of social media in Pakistan has a negative influence on a student’s behavior as compared to positive aspects. Results may not be generalized to the entire student community as findings are specific to the specific respondents only. This study presents a relationship between antithetical and creative characteristics of social media and exhibits avenues for future studies by facilitating a better understanding of web-based social network use.

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“…According to Tayebinik and Putch (2012), blended learning is more favorable than EL because it presents many advantages for learners like increased communication, engagement of face‐to‐face communication, sense of community, collaborative tasks, adequate feedback, active participation. Many studies stress that blended learning has a positive impact on attitudinal, social and cognitive outcomes (Garrison & Kanuka, 2004; Law, Geng, & Li, 2019; Al‐Qahtani & Higgins, 2012; Zibin & Altakhaineh, 2019). Researches emphasize that there are different ‘blends’ in the design of blended learning environments.…”

Section: Introductionmentioning

confidence: 99%

Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

Yorgancı

2020

Computer Assisted Learning

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This study investigates the effect of E‐learning (EL), blended learning (BL) and flipped learning (FL) approaches on the mathematics achievement, self‐regulation and mathematics self‐efficacy. Participants consist of 163 first‐year students attending an associate degree program (a 2‐year program) of a state university. The EL, BL and FL settings in the research were designed based on Merrill's ‘First Principles of Instruction Design Theory’. In the research in which a quasi‐experimental pre‐test–post‐test research design was used, the data were obtained by means of mathematics achievement test, self‐regulation and self‐efficacy questionnaires. The experimental results showed that the mathematics achievement post‐test scores of FL students were significantly higher than those of the students of EL and BL. No significant difference was found between BL and EL settings. In addition, FL students showed significantly higher self‐regulation and mathematics self‐efficacy than the other groups' students. According to these results, it can be said that the usage of FL approach in mathematics courses has a positive effect on the learning process of students. It is expected that the findings will be helpful in the future design and implementation of mathematics courses at vocational colleges.

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Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence

Cited by 327 publications

References 36 publications

Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

The Impact of Social Media on Learning Behavior for Sustainable Education: Evidence of Students from Selected Universities in Pakistan

Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

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