Technology-assisted learning: A longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning
Source of Publication
Journal of Computer Assisted Learning
A field experiment compares the effectiveness and satisfaction associated with technology-assisted 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. © 2007 Blackwell Publishing Ltd.
Education | Social and Behavioral Sciences
Control group, Empirical, Information systems, Internet, Language learning, Satisfaction, World Wide Web
Hui, Wendy; Hu, P. J.H.; Clark, T. H.K.; Tam, K. Y.; and Milton, J., "Technology-assisted learning: A longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning" (2008). All Works. 3316.
Indexed in Scopus