Technology-assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning.
A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential le...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 3; pp. 245 - 260 |
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| Autores principales: | , , , , |
| Formato: | clinical trial equations & formulas research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2008
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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=105344569&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344569 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2008 vid: 24 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344569 105344569 2010457703 10.1111/j.1365-2729.2007.00257.x 105344569 ppf: 245 ppct: 15 formats: tig: atl: Technology-assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning. aug: au: Hui W Hu PJ Clark THK Tam KY Milton J affil: College of Information Technology, Zayed University, PO Box 4783, Abu Dhabi, United Arab Emirates. Email: wendy.hui@zu.ac.ae sug: subj: Computer-Assisted Instruction English as a Second Language Education Internet Utilization Student Satisfaction Adult Clinical Trials Colleges and Universities Female Field Studies Grammar Education Hong Kong Listening Male Outcomes of Education Regression Students, College Vocabulary Education Human Adult: 19-44 years Female Male ab: A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology-assisted learning improves students' acquisition of knowledge that demands abstract conceptualization and reflective observation but adversely affects their ability to obtain knowledge that requires concrete experience. Technology-assisted learning better supports vocabulary learning than face-to-face learning but is comparatively less effective in developing listening comprehension skills. In addition, according to empirical tests, perceived ease of learning and learning community support significantly predict both perceived learning effectiveness and learning satisfaction. Overall, the results support our hypotheses and research model and suggest instructors should consider the target knowledge when considering technology-assisted learning options or designing a Web-based course. In addition, a supportive learning community can make technology-assisted learning easier for students and increase their learning satisfaction. pubtype: Academic Journal doctype: clinical trial equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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