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

Geng, Shuang, Law, Mo Yin Kris and Niu, Ben 2019, Investigating self-directed learning and technology readiness in blending learning environment, International journal of educational technology in higher education, vol. 16, pp. 1-22, doi: 10.1186/s41239-019-0147-0.

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Title Investigating self-directed learning and technology readiness in blending learning environment
Author(s) Geng, Shuang
Law, Mo Yin KrisORCID iD for Law, Mo Yin Kris orcid.org/0000-0003-3659-0033
Niu, Ben
Journal name International journal of educational technology in higher education
Volume number 16
Article ID 17
Start page 1
End page 22
Total pages 22
Publisher SpringerOpen
Place of publication London, Eng.
Publication date 2019
ISSN 2365-9440
2365-9440
Keyword(s) Blended learning
Self-directed learning
Technology readiness
Motivation
Community of inquiry
Social Sciences
Education & Educational Research
Summary 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.
Language eng
DOI 10.1186/s41239-019-0147-0
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2019, The Author(s)
Persistent URL http://hdl.handle.net/10536/DRO/DU:30122385

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