Shuang Geng, Kris M. Y. Law, Ben Niu
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.
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