Students' perceptions of self-directed learning and collaborative learning with and without technology.
This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology....
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 5; pp. 425 - 438 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103885874&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103885874 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2014 vid: 30 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103885874 97850986 10.1111/jcal.12055 103885874 ppf: 425 ppct: 13 formats: tig: atl: Students' perceptions of self-directed learning and collaborative learning with and without technology. aug: au: Lee, K. Tsai, P.-S. Chai, C.S. Koh, J.H.L. affil: Department of Foundations and Secondary Education, University of North Carolina sug: subj: Learning Methods Collaboration Self-Directed Learning Educational Technology Utilization Student Attitudes Perception Human Descriptive Statistics Pilot Studies Students, High School Factor Analysis Structural Equation Modeling Conceptual Framework Questionnaires Female Male Singapore Adolescence Summated Rating Scaling Data Analysis Software Chi Square Test Adolescent: 13-18 years Female Male ab: This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study hypothesized that students' perceptions of learning without technology positively predict their perceptions of learning supported by technology. An instrument was developed and two studies, a pilot study and a main study, were undertaken. The pilot study surveyed 219 secondary school students and established the factors through exploratory factor analysis with good validity and reliability. The main study surveyed 500 secondary school students to confirm the factors and to establish the relationships between these factors through structural equation modeling. The results validated the four-factor structure model and revealed that students who reportedly engaged in SDL and CL in face-to-face contexts also engaged in these forms of learning in technology-supported contexts. The findings indicate that students' learning without technology support is related to their use of technology for learning. It may be advisable for teachers to develop students' learning processes in the face-to-face context without technology before engaging them in technology-supported learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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