Semantic Scholar Open Access 2019 401 sitasi

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

S. Geng Kris M. Y. Law Ben Niu

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Abstrak

Blended Learning (BL) creates a ‘rich’ educational environment with multiple technology-enabled communication forms in both face-to-face and online teaching. Students’ characteristics are closely related to the learning effectiveness in the BL environment. Students’ ability to direct themselves in learning and to utilise learning technologies can affect student learning effectiveness. This study examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non-BL (NBL) settings. The results indicated that the BL environment provides good facilitation for students’ social involvement in the class. Student technology readiness plays a stronger role in impacting the teaching presence in a BL environment than NBL environment. These findings imply that a proper BL setting creates a cohesive community and enhances collaborations between students. Prior training of learning technologies can potentially enhance students’ teaching presence.

Topik & Kata Kunci

Psychology

Penulis (3)

S. Geng

Kris M. Y. Law

Ben Niu

Format Sitasi

APA MLA BibTeX

Geng, S., Law, K.M.Y., Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. https://doi.org/10.1186/S41239-019-0147-0

Akses Cepat

Lihat di Sumber doi.org/10.1186/S41239-019-0147-0

Informasi Jurnal

Tahun Terbit: 2019
Bahasa: en
Total Sitasi: 401×
Sumber Database: Semantic Scholar
DOI: 10.1186/S41239-019-0147-0
Akses: Open Access ✓