The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

Lin, Chung-Yu; Huang, Chung-Kai; Ko, Chao-Jung

doi:10.14742/ajet.4446

Cited by 47 publications

(51 citation statements)

References 51 publications

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“…The behavioural intention factor is entered into the statistical package for social sciences (SPSS) in step to mediate the relationship between performance expectancy and use behaviour of Nigerian lecturers on podcast during analysis. Mediating effect is the process of testing a factor’s interfering role in a study without conducting experiment (Lin et al 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Mediating effect of behavioural intention on podcast acceptance

2020

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This research contributes to knowledge in mediating effect of lecturers’ behavioural intention towards the acceptance of podcasts technology in universities. A cross-sectional quantitative research design was involved in this study. Also, a total of eight hundred and twenty-nine (829) lecturers participated in this research from three different south-west Nigeria Federal universities. The research instrument was titled lecturer’s acceptance questionnaire (LAQ) with a calculated Cronbach’s alpha of .919, which confirmed the instrument validity. The gathered data was analysed by using both descriptive and inferential statistics. The formulated hypothesis was tested at .05 level of significance. The result from descriptive analysis of data suggested that behavioural intention was at a low level among lecturers and the results of hypothesis testing revealed the effect of behavioural intention as partial mediator of podcast acceptance. Based on these findings relevant conclusions and recommendations were suggested in this research.

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Section: Discussionmentioning

confidence: 99%

Mediating effect of behavioural intention on podcast acceptance

2020

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“…Generally speaking, various investigations described important benefits that could contribute to student training in scientific fields such as modern engineering [63] and business [64].…”

Section: Implications For Participantsmentioning

confidence: 99%

Mapping of Scientific Production on Blended Learning in Higher Education

et al. 2021

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Blended learning is a set of pedagogical strategies and practices that are closely related to the emergence of new technologies in society and in higher education. They are characterized by a combination of face-to-face and online learning that integrates a variety of materials in the teaching and learning process. The aim of our research was to analyze scientific production on this topic using two prestigious international databases: Scopus and Web of Science (WOS). A bibliometric study was conducted on 508 papers, and content analysis was performed on 119 openly accessible publications. Results show that blended learning is being applied in all scientific and professional spheres. This learning model is praised for its positive impact on motivation and learning effectiveness, as well as for promoting student autonomy. With respect to content, it is worth noting that many authors observe that methodological success is related to cultural context and access to devices and materials. Furthermore, it is suggested that greater methodological diversity is preferable to a single hegemonic approach. In short, the present paper contributes to the educational community by shedding light on how blended learning is being implemented and its impact on higher education.

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“…Knowledge sharing plays an important role in facilitating and improving students' understanding of basic concepts to construct knowledge (Lin et al 2020;Wendell et al 2019). According to Nandy (2015), students' knowledge sharing could be improved by the "sense of self-worth, " "communication, " "attitude, " and "willingness to support".…”

Section: Knowledge Sharingmentioning

confidence: 99%

Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study

Baanqud

Al-Samarraie

Alzahrani

et al. 2020

Int J Educ Technol High Educ

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Many universities, especially in low-income countries, have considered the potential of cloud-supported collaborative learning in planning and managing students’ learning experiences. This is because cloud tools can offer students the necessary skills for collaboration with one another and improving communication between all users. This study examined how cloud tools can help students engage in reflective thinking, knowledge sharing, cognitive engagement, and cognitive presence experiences. The impact of these experiences on students’ functional intellectual ability to construct knowledge was also examined. A quantitative questionnaire was used to collect data from 150 postgraduate students. A reflective–formative hierarchical model was developed to explain students' knowledge construction in the cloud environment. The findings revealed a positive influence of cognitive engagement, knowledge sharing, and reflective thinking on students’ knowledge construction. Outcomes from this study can help decision makers, researchers, and academicians to understand the potential of using cloud-supported collaborative tools in developing individuals’ knowledge construction.

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The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

Cited by 47 publications

References 51 publications

Mediating effect of behavioural intention on podcast acceptance

Mediating effect of behavioural intention on podcast acceptance

Mapping of Scientific Production on Blended Learning in Higher Education

Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study

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