Technology‐assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning

Abstract

A field experiment compares the effectiveness and satisfaction associated with technologyassisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology-assisted learning improves students' acquisition of knowledge that demands abstract conceptualization and reflective observation but adversely affects their ability to obtain knowledge that requires concrete experience. Technology-assisted learning better supports vocabulary learning than face-to-face learning but is comparatively less effective in developing listening comprehension skills. In addition, according to empirical tests, perceived ease of learning and learning community support significantly predict both perceived learning effectiveness and learning satisfaction. Overall, the results support our hypotheses and research model and suggest instructors should consider the target knowledge when considering technology-assisted learning options or designing a Web-based course. In addition, a supportive learning community can make technology-assisted learning easier for students and increase their learning satisfaction.

Nemek közötti különbségek a technológia elfogadásában – a PLS-MGA alkalmazása

“…A SAT akkor jelentkezik, ha a tanulók biztosak benne, hogy a tanulás során elérhető a megértés, és a tanulási eredmények meghaladják az elvárt eredményeket, vagy azoknak megfelelnek (Hui et al [2008]), tehát, ha hatékony tanulást tapasztalnak. A SAT mérése ezért a tanulási tevékenységet követően végezhető.…”

“…E-learning technológia vagy eszköz segítségével történő tanulás esetén az egyik legfontosabb tényező, mely pozitívan befolyásolja a SAT-ot az LP (Hui et al [2008], Liao-Palvia-Chen [2009]), amelyre pedig maga a technológia-vagy eszközhasználat van közvetlen pozitív hatással (DeLone-McLean [2003], Islam [2013]). …”

“…További tényezők, melyek pozitívan befolyásolják a SAT-ot: az adott e-learning technológiával vagy eszközzel kapcsolatos -szintén a tanulási tevékenységet köve-tően mérhető -PU, PEU és A (Del Barrio-Romero-Frías- Arquero [2013], Hui et al [2008], Lee-Lehto [2013], Sun et al [2008]). …”

The Extent of Implementation of Information and Communication Technologies in Kenya

“…Technology-assisted learning improves students' acquisition of knowledge and supports vocabulary learning (Hui et al 2008 …”

Technology Mediated Media Education: A Case Study of E-Learning Initiatives in India

“…A field experiment carried out by Hui et al [5] compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. It showed that technologyassisted learning improves students' acquisition of the kind of knowledge which requires abstract conceptualization and reflective observation, but adversely affects students' ability to obtain knowledge which requires concrete experience.…”