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

• Shuang Geng ^[1] ; Kris M. Y. Law ^[2] ; Ben Niu ^[1]
  1. [1] Shenzhen University

     Shenzhen University

     China

     
  2. [2] Deakin University

     Deakin University

     Australia

     
• Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 16, 2019
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • 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 lea rning 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 en vironment 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 se tting creates a cohesive community and enhances collaborations between students. Prior training of learning technologies can potentially enhance students ’ teaching presence.