Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment.
Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE), within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-ye...
| Publicado en: | Literator Vol. 37; no. 2; pp. 1 - 13 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
African Online Scientific Information System PTY LTD
2016
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=123563757&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 123563757 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 02582279 G1C jtl: Literator issn: 02582279 maglogo: N pubinfo: dt: 2016 vid: 37 iid: 2 pid: 56831 pub: African Online Scientific Information System PTY LTD artinfo: ui: 123563757 10.4102/lit.v37i2.1288 ppf: 1 ppct: 12 formats: fmt: @attributes: type: P size: 1.9MB tig: atl: Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment. aug: au: Olivier, Jako affil: School of Human and Social Sciences for Education, North-West University, South Africa su: Blended learning Interactive learning Face-to-face communication Afrikaans language Online education Technology Acceptance Model Computer literacy sug: subj: Blended learning Interactive learning Face-to-face communication Afrikaans language Online education Technology Acceptance Model Computer literacy ab: Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE), within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-year Afrikaans language class is explored. The Technology Acceptance Model (TAM) was employed by means of a survey and the Structure Equation Model was used to explore factors relevant to this first-year class. In addition, qualitative research was conducted through an open questionnaire in order to determine the perceptions regarding the blended learning context and the ILE. It was found that students are generally able to function within the ILE and they are quite positive towards the use of the learning environment for learning and teaching. However, it is clear that some students still prefer printed study material. Despite the fact that students indicated that they use the ILE daily, actual usage statistics did not always correspond. Finally, this paper makes suggestions with regard to adapting teaching in terms of students' behaviour based on their computer anxiety and Internet self-efficacy as well as the perceived usefulness and ease of use of the ILE. Vervlegte leer, as kombinasie van gesig-tot-gesig en aanlyn onderrig, word toenemend in universiteitsklaskamers toegepas. In hierdie studie is die gebruik van 'n interaktiewe leeromgewing (IL), binne 'n Sakai-gebaseerde leerbestuurstelsel, sowel as gesig-totgesig- onderrig en -leer in 'n Afrikaanse taalklas op eerstejaarsvlak ondersoek. Die tegnologieaanvaardingsmodel (TAM) is deur middel van 'n vraelys gebruik en 'n struktuurvergelykingsmodel is ingespan om faktore wat relevant is tot hierdie eerstejaarsklas te ondersoek. Verder is kwalitatiewe navorsing gedoen deur middel van 'n oopvraelys ten einde die persepsies rondom die konteks waarin die vervlegte leer plaasgevind het asook die IL te bepaal. Daar is gevind dat die studente in die algemeen in staat is om binne die IL te funksioneer en dat hulle positief is teenoor die gebruik van die IL ten opsigte van onderrig en leer. Dit is egter ook duidelik dat studente eerder gedrukte studiemateriaal verkies. Ten spyte van die feit dat studente aandui dat hulle die IL daagliks gebruik, het werklike gebruikstatistiek nie hiermee ooreengestem nie. Ten slotte word daar in hierdie artikel voorstelle gemaak ten opsigte van die aanpassing van onderrig ten opsigte van studente se gedrag op grond van hul rekenaarangs, internetselfdoeltreffendheid asook die waargenome bruikbaarheid en gebruiksgemak van die IL. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Literator is the property of African Online Scientific Information System PTY LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Literator holder: African Online Scientific Information System PTY LTD dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
|---|