Pub Date : 2021-08-13DOI: 10.4324/9781003037736-28
P. McDonald, K. Schlumpf, Gregory C Weaver, May Corcoran
{"title":"Integrative Blended Learning","authors":"P. McDonald, K. Schlumpf, Gregory C Weaver, May Corcoran","doi":"10.4324/9781003037736-28","DOIUrl":"https://doi.org/10.4324/9781003037736-28","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"43 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84819950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJMBL.2021070101
Chun-Chao Shih, Ying-Chih Kuo
This study applies the bibliometric method to review research in collaborative learning in e-learning and analyzes the trends of research on this topic. Using quantitative tools of science mapping, 8,575 papers in the Scopus database, prior to and including 2019, were reviewed, tracing back to 1988. Retrospective analysis uncovers continuing trends in research by way of topic-related sequence and geographic differences in sub-topics by space; moreover, further analysis is undertaken on the structure of knowledge bases. This reveals that the journals of highest impact include Computers in Human Behavior, Computers & Education, and Journal of Computer Assisted Learning, while the most impactful authors are Barolli, Caballé, Chen, Daradoumis, Dimitriadis, Li, Li, Sterbini, Temperini, Tsiatsos, and Xhafa. This paper concludes that the bibliometric method can target a broad range of research; topics related to applied science and emerging technologies are still to be studied. Research topics are cross-border, not limited to geographically close nations.
{"title":"Development Trends and Analysis of Collaborative Learning in E-Learning Environments 1988-2019","authors":"Chun-Chao Shih, Ying-Chih Kuo","doi":"10.4018/IJMBL.2021070101","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070101","url":null,"abstract":"This study applies the bibliometric method to review research in collaborative learning in e-learning and analyzes the trends of research on this topic. Using quantitative tools of science mapping, 8,575 papers in the Scopus database, prior to and including 2019, were reviewed, tracing back to 1988. Retrospective analysis uncovers continuing trends in research by way of topic-related sequence and geographic differences in sub-topics by space; moreover, further analysis is undertaken on the structure of knowledge bases. This reveals that the journals of highest impact include Computers in Human Behavior, Computers & Education, and Journal of Computer Assisted Learning, while the most impactful authors are Barolli, Caballé, Chen, Daradoumis, Dimitriadis, Li, Li, Sterbini, Temperini, Tsiatsos, and Xhafa. This paper concludes that the bibliometric method can target a broad range of research; topics related to applied science and emerging technologies are still to be studied. Research topics are cross-border, not limited to geographically close nations.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"17 1","pages":"1-18"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84328503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJMBL.2021070105
Aysegul Liman Kaban
The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of secondary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and their influence on reading comprehension performance in an EFL class. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive reading attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to improve students' attitudes towards reading in educational settings.
{"title":"Gamified E-Reading Experiences and Their Impact on Reading Comprehension and Attitude in EFL Classes","authors":"Aysegul Liman Kaban","doi":"10.4018/IJMBL.2021070105","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070105","url":null,"abstract":"The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of secondary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and their influence on reading comprehension performance in an EFL class. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive reading attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to improve students' attitudes towards reading in educational settings.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"10 1","pages":"71-90"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89442445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJMBL.2021070104
H. Tambunan, M. Silitonga, Uli Basa Sidabutar
To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.
{"title":"Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles","authors":"H. Tambunan, M. Silitonga, Uli Basa Sidabutar","doi":"10.4018/IJMBL.2021070104","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070104","url":null,"abstract":"To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"33 1","pages":"58-70"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90745672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJMBL.2021070102
Pinghao Ye, Liqiong Liu
This research studied the continuous use intention of mobile reading users. The current study used the stimulus-organism-response model as a basis to build a causal model of mobile readers' continuous intention to use it. A questionnaire survey was conducted involving 327 users to obtain the current research data. Structural equation modeling was used to empirically test the relationship amongst variables in the conceptual model. Results are as follows. Perceived pleasure, perceived service, immersion, and perceived sociality had a significant positive effect on intention for continuous use. Particularly, perceived pleasure had a significant positive effect on immersion and perceived service. Perceived usefulness and perceptual interest had significant positive effects on perceived pleasure. Perceived sociality had a regulating effect on the relationship between perceived pleasure and intention for continuous use. Lastly, perceived sociality had a regulating effect on the relationship between immersion and intention for continuous use.
{"title":"Influencing Factors of Intention to Use Mobile Devices for Reading: Moderation Effects of Perceived Sociality and Perceived Risk","authors":"Pinghao Ye, Liqiong Liu","doi":"10.4018/IJMBL.2021070102","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070102","url":null,"abstract":"This research studied the continuous use intention of mobile reading users. The current study used the stimulus-organism-response model as a basis to build a causal model of mobile readers' continuous intention to use it. A questionnaire survey was conducted involving 327 users to obtain the current research data. Structural equation modeling was used to empirically test the relationship amongst variables in the conceptual model. Results are as follows. Perceived pleasure, perceived service, immersion, and perceived sociality had a significant positive effect on intention for continuous use. Particularly, perceived pleasure had a significant positive effect on immersion and perceived service. Perceived usefulness and perceptual interest had significant positive effects on perceived pleasure. Perceived sociality had a regulating effect on the relationship between perceived pleasure and intention for continuous use. Lastly, perceived sociality had a regulating effect on the relationship between immersion and intention for continuous use.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"59 1","pages":"19-35"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91395606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/IJMBL.2021070103
Sangeeta Mehrolia, Subburaj Alagarsamy, S. Jeevananda
This study validates an instrument used to measure technostress creators, technostress support mechanisms, and their negative impact on students' satisfaction and performance. A research model is developed based on the stimulus, organism, and response model to analyse the mediating effect of technostress creators and understand how technostress inhibitors influence students' satisfaction and their performance. A group of 206 students from India pursuing higher education were selected as a sample to validate this model. Technostress creators act as a mediator between technostress inhibitors and students' satisfaction and their performance, while technostress inhibitors positively influence student satisfaction and performance indirectly. Insights from this study will enable higher education institutions to identify the students who are finding technology-based education problematic and help preserve their wellbeing by following supportive strategies to reduce stress and enhance the students' active participation in technology-based education.
{"title":"The Dark Side of Technology-Enabled Teaching: Impact of Technostress on Student Performance","authors":"Sangeeta Mehrolia, Subburaj Alagarsamy, S. Jeevananda","doi":"10.4018/IJMBL.2021070103","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070103","url":null,"abstract":"This study validates an instrument used to measure technostress creators, technostress support mechanisms, and their negative impact on students' satisfaction and performance. A research model is developed based on the stimulus, organism, and response model to analyse the mediating effect of technostress creators and understand how technostress inhibitors influence students' satisfaction and their performance. A group of 206 students from India pursuing higher education were selected as a sample to validate this model. Technostress creators act as a mediator between technostress inhibitors and students' satisfaction and their performance, while technostress inhibitors positively influence student satisfaction and performance indirectly. Insights from this study will enable higher education institutions to identify the students who are finding technology-based education problematic and help preserve their wellbeing by following supportive strategies to reduce stress and enhance the students' active participation in technology-based education.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"119 1","pages":"36-57"},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89616427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.4018/IJMBL.2021040105
Heejin Chang, Scott Windeatt
This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.
{"title":"Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course","authors":"Heejin Chang, Scott Windeatt","doi":"10.4018/IJMBL.2021040105","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040105","url":null,"abstract":"This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"13 1","pages":"73-95"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70460538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.4018/IJMBL.2021040101
Danlei Chen, G. Macleod
Engagement with reading falls around the age of 11 or 12, and there is widespread concern with levels of literacy amongst adolescents. Most research examines how digital tools facilitate preschoolers' reading or reading motivation outside school. Less research is conducted in the school context, particularly with older pupils. This article reports a systematised review to investigate the effectiveness of digital tools for supporting reading in secondary schools. Two thousand three hundred ninety-six articles were screened with 10 selected for review. The empirical evidence is examined, definitions of effectiveness, and facilitators and barriers are identified. Findings show the evidence base is varied, but robust; digital tools are effective in motivating adolescents' reading interest, and improving their reading skills and test scores; teachers are key facilitators in the process. Findings are in line with research with younger age-groups suggesting the transferability of research across a wide age-range. Implications for practice and suggestions for developing research in this area are identified.
{"title":"Effectiveness of Digital Tools to Support Pupils' Reading in Secondary School: A Systematised Review","authors":"Danlei Chen, G. Macleod","doi":"10.4018/IJMBL.2021040101","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040101","url":null,"abstract":"Engagement with reading falls around the age of 11 or 12, and there is widespread concern with levels of literacy amongst adolescents. Most research examines how digital tools facilitate preschoolers' reading or reading motivation outside school. Less research is conducted in the school context, particularly with older pupils. This article reports a systematised review to investigate the effectiveness of digital tools for supporting reading in secondary schools. Two thousand three hundred ninety-six articles were screened with 10 selected for review. The empirical evidence is examined, definitions of effectiveness, and facilitators and barriers are identified. Findings show the evidence base is varied, but robust; digital tools are effective in motivating adolescents' reading interest, and improving their reading skills and test scores; teachers are key facilitators in the process. Findings are in line with research with younger age-groups suggesting the transferability of research across a wide age-range. Implications for practice and suggestions for developing research in this area are identified.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"13 1","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70460476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.4018/IJMBL.2021040102
N. Rosedale, R. Jesson, S. McNaughton
Mathematics classrooms have a long history of what has been termed ‘unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.
{"title":"Business as Usual or Digital Mechanisms for Change?: What Student DLOs Reveal About Doing Mathematics","authors":"N. Rosedale, R. Jesson, S. McNaughton","doi":"10.4018/IJMBL.2021040102","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040102","url":null,"abstract":"Mathematics classrooms have a long history of what has been termed ‘unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"54 1","pages":"17-35"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82439486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.4018/IJMBL.2021040103
Osman Solmaz
The goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicators derived from learners' annotations. The findings based on student-reported data showed that digital collaborative reading practices had contextual, social, and linguistic affordances for EFL learners. Following the discussion of the findings, the study invites future research to examine L2 learners' practices in a DAT-mediated environment in relation to affordances for specific language areas such as grammar and writing.
{"title":"The Affordances of Digital Social Reading for EFL Learners: An Ecological Perspective","authors":"Osman Solmaz","doi":"10.4018/IJMBL.2021040103","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040103","url":null,"abstract":"The goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicators derived from learners' annotations. The findings based on student-reported data showed that digital collaborative reading practices had contextual, social, and linguistic affordances for EFL learners. Following the discussion of the findings, the study invites future research to examine L2 learners' practices in a DAT-mediated environment in relation to affordances for specific language areas such as grammar and writing.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"20 1","pages":"36-50"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84957686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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