Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 245-259 |
| Number of pages | 15 |
| Journal | Journal of Computer Assisted Learning |
| Volume | 24 |
| Issue number | 3 |
| Early online date | 14 Sep 2007 |
| DOIs | |
| Publication status | Published - Jun 2008 |
| Externally published | Yes |
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Keywords
- control group
- empirical
- information systems
- Internet
- language learning
- satisfaction
- World Wide Web
Cite this
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Technology‐assisted learning : a longitudinal field study of knowledge category , learning effectiveness and satisfaction in language learning. / HUI, W.; HU, P. J. -H.; CLARK, T. H. K.; TAM, K. Y.; MILTON, J.
In: Journal of Computer Assisted Learning, Vol. 24, No. 3, 06.2008, p. 245-259.Research output: Journal Publications › Journal Article (refereed) › Research › peer-review
TY - JOUR
T1 - Technology‐assisted learning : a longitudinal field study of knowledge category , learning effectiveness and satisfaction in language learning
AU - HUI, W.
AU - HU, P. J. -H.
AU - CLARK, T. H. K.
AU - TAM, K. Y.
AU - MILTON, J.
PY - 2008/6
Y1 - 2008/6
N2 - A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests thattechnology-assisted learning effectiveness depends on the target knowledge category. Buildingon Kolb’s experiential learning model, we show that technology-assisted learning improvesstudents’ acquisition of knowledge that demands abstract conceptualization and reflectiveobservation but adversely affects their ability to obtain knowledge that requires concreteexperience. Technology-assisted learning better supports vocabulary learning than face-to-facelearning but is comparatively less effective in developing listening comprehension skills. Inaddition, according to empirical tests, perceived ease of learning and learning communitysupport significantly predict both perceived learning effectiveness and learning satisfaction.Overall, the results support our hypotheses and research model and suggest instructors shouldconsider the target knowledge when considering technology-assisted learning options ordesigning a Web-based course. In addition, a supportive learning community can maketechnology-assisted learning easier for students and increase their learning satisfaction
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 thattechnology-assisted learning effectiveness depends on the target knowledge category. Buildingon Kolb’s experiential learning model, we show that technology-assisted learning improvesstudents’ acquisition of knowledge that demands abstract conceptualization and reflectiveobservation but adversely affects their ability to obtain knowledge that requires concreteexperience. Technology-assisted learning better supports vocabulary learning than face-to-facelearning but is comparatively less effective in developing listening comprehension skills. Inaddition, according to empirical tests, perceived ease of learning and learning communitysupport significantly predict both perceived learning effectiveness and learning satisfaction.Overall, the results support our hypotheses and research model and suggest instructors shouldconsider the target knowledge when considering technology-assisted learning options ordesigning a Web-based course. In addition, a supportive learning community can maketechnology-assisted learning easier for students and increase their learning satisfaction
KW - control group
KW - empirical
KW - information systems
KW - Internet
KW - language learning
KW - satisfaction
KW - World Wide Web
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-43349105371&doi=10.1111%2fj.1365-2729.2007.00257.x&partnerID=40&md5=2c240a6fd0f46a70013308ac6f90b195
U2 - 10.1111/j.1365-2729.2007.00257.x
DO - 10.1111/j.1365-2729.2007.00257.x
M3 - Journal Article (refereed)
VL - 24
SP - 245
EP - 259
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 3
ER -