Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety

Chiu, Thomas K. F.; Churchill, Daniel

doi:10.1080/10494820.2015.1113709

Cited by 115 publications

(88 citation statements)

References 34 publications

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“…Firstly, although this study the found that participation and performance are primarily predicted by viewing and to a lesser extent by commenting, more studies are needed to validate the finding. The results of the present study could also be extended by additional studies on other MOOCs in other subject domains (Chiu & Churchill, 2016). Secondly, this study did not consider another major learning activity -watching video lectures -and outcomes that are measured in different phases.…”

Section: Conclusion and Limitationsmentioning

confidence: 62%

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Chiu

Hew

2018

AJET

143

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Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open entry and diverse learner backgrounds, learner behaviour in massive open online courses (MOOCs) may be different. Viewing forum messages, which involves fewer mental and physical actions as well as less cognitive processing, rather than posting forum massages, might better match the learner's study purpose. In this study, we investigated the effects of three common types of online MOOC discussion forum activities (viewing, voting and commenting) on student peer learning (peer reviews) and performance (quiz scores). We used stepwise regression models to analyse two data samples of a humanity and art MOOC provided by a private university in the United States for exploring factors influencing peer learning and performance. The results indicate that peer learning and performance were primarily predicted by viewing, and to a lesser extent by commenting. The three plausible explanations for the findings are the learner's study purpose, weaker instructor-learner ties, and voluntary forum participation. We suggest ways to encourage viewing messages in forums and present limitations and further directions.

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Section: Conclusion and Limitationsmentioning

confidence: 62%

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Chiu

Hew

2018

AJET

143

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“…Teachers' role can be catalytic in the acceptance of mobile learning and assessment (Chiu & Churchill, ). While previous studies have focused on teachers' acceptance of mobile learning (Mac Callum et al, 2014; Sánchez‐Prieto et al, ), the current study provides a step ahead towards the investigation of European STEM teachers' acceptance of mobile‐based assessment using individual, social, institutional and instruction design factors and proposes the TAMBA model.…”

Section: Discussionmentioning

confidence: 99%

“…One limitation of the current study is that it focuses on STEM teachers. Previous research has shown that Science and Mathematics teachers, compared to Language and Humanities teachers, have more positive attitudes towards mobile devices (Chiu & Churchill, ). Therefore, generalization of the study findings to teacher groups with different backgrounds should be made with caution and future studies should include teachers with other backgrounds as well.…”

Section: Discussionmentioning

confidence: 99%

Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

Nikou¹,

Economides²

2018

Brit J Educational Tech

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Teachers' role can be catalytic in the introduction of innovative digital tools in order to create new learning and assessment opportunities. This study explores science technology engineering and mathematics (STEM) teachers' intention to use mobile‐based assessments in the teaching practice. The study proposes the teachers' acceptance mobile‐based assessment (TAMBA) model which extends the technology acceptance model by introducing individual, social, institutional and instructional design factors. An appropriate questionnaire was developed and answered by 161 STEM teachers from 32 European countries. Their responses were analyzed using structural equation modeling. The proposed TAMBA model explains about 50% of the variance in teachers' intention to adopt mobile‐based assessment. Perceived Ease of Use was found to be the most important determinant in teachers' intention to use mobile‐based assessment. Facilitating Conditions and Output Quality were the most influential external variables in the model. The study findings revealed that focusing on mobile assessment quality design as well as on institutional support are important factors for STEM teachers in order to accept mobile‐based assessments in schools.

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“…Creating opportunities for children to experience the richness of contemporary learning in the digital era and preparing children for future learning, teachers also learn to cope with various barriers that might be experienced in technology adoption, including changing beliefs and attitudes, and learning new skills in planning pedagogy aligned with teaching practices (Chiu & Churchill, 2016;Collier, Burkholder, & Branum, 2013).…”

Section: Change In Pedagogical Knowledgementioning

confidence: 99%

“…Other than external factors (support, technology, and environmental influences), internal factors (such as personal beliefs in the use of technology, capability in management, and perceived professional development) also influence teachers' adoption of technology in different school settings. Issues related to teachers' decisions regarding technology integration have been extensively discussed in prior studies (Blackwell, 2013;Chiu & Churchill, 2016;Hew & Brush, 2007;Liaw & Huang, 2015;Peterson, 2011;Phiri, Foko, & Mahwai, 2014;Polly & Orrill, 2016). These discussions underline the importance of teachers' attitudes, expectations, and facilitation conditions in the adoption process of tablet teaching.…”

mentioning

confidence: 99%

Analysis of Teachers’ Tablet Teaching Adoption Process

2017

EDUC SCI-THEOR PRACT

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Teachers play a very important role in providing children with a technology-supported learning environment. They are often challenged by the use of the tools and the effort required for planning pedagogical activities in technology integration. This study explored teachers' adoption process in tablet teaching (teaching with tablets). The purposes of the study were to study: (1) the processes teachers experienced for adopting tablets teaching, (2) the inspirations from children' s learning reactions, and (3) challenges and strengths of the integration of tablet teaching. A phenomenological approach was used in this study. Three stages were involved in the data collection and analysis: (I) document analysis from online activity records and project reports, (II) interviews with 17 teachers, and (III) inductive analysis of various data resources. Analyses from various sources revealed that teachers' adoption process for tablet teaching includes: building basic knowledge of the new device, exploring different interests, modifying and redefining integration, and on-going tryouts. They were challenged with technology, pedagogical concerns, policy support, and community support. From the adoption process, teachers were inspired by children' s motivation and learning engagement. In future implementation, scaffolding skills, exploratory opportunities, collaborative approach among teachers, open sharing of knowledge were suggested in tablet teaching.

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Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety

Abstract: D. (in press). Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments.

Cited by 115 publications

References 34 publications

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

Analysis of Teachers’ Tablet Teaching Adoption Process

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