View in EDS

Exploring the Relationships between Teacher-Led and Learner-Led Mobile Learning Activities and Their Impacts on Teacher Evaluation Results

Saved in:
Bibliographic Details
Title: Exploring the Relationships between Teacher-Led and Learner-Led Mobile Learning Activities and Their Impacts on Teacher Evaluation Results
Language: English
Authors: Wei, Wei (ORCID 0000-0002-1919-3178), Cheng, Liu
Source: Technology, Pedagogy and Education. 2022 31(2):247-259.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Telecommunications, Handheld Devices, Educational Technology, Medical Students, Student Attitudes, Teacher Role, Student Role, Program Effectiveness, Foreign Countries, Student Satisfaction
Geographic Terms: China
DOI: 10.1080/1475939X.2021.2010591
ISSN: 1475-939X
1747-5139
Abstract: The impact of teacher-led and learner-led mobile learning activities on increasing learners' motivation and learning outcomes has been reported as effective. However, the relationship between them remains unclear. In this study, the authors investigated the relationship through survey (n = 366) and interview (n = 7) data collected from students in one of the most prestigious medical schools in China. Three lessons are learned. First, confirmatory factor analysis validated a two-factor model on the use of mobile devices. The participants spend more time on studying with teacher-led than student-led activities. Second, structural equation modelling results suggest that the use of teacher-led mobile activities has a positive impact on learner-led activities and students' satisfaction with overall teaching quality. Third, students perceive mobile devices as useful learning tools when teacher-led activities are present, whereas in the absence of teachers' involvement, student-led activities are perceived as less efficient than other forms of learning.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354513
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1354513
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the Relationships between Teacher-Led and Learner-Led Mobile Learning Activities and Their Impacts on Teacher Evaluation Results
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wei%2C+Wei%22">Wei, Wei</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1919-3178">0000-0002-1919-3178</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cheng%2C+Liu%22">Cheng, Liu</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Pedagogy+and+Education%22"><i>Technology, Pedagogy and Education</i></searchLink>. 2022 31(2):247-259.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1475939X.2021.2010591
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1475-939X<br />1747-5139
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The impact of teacher-led and learner-led mobile learning activities on increasing learners' motivation and learning outcomes has been reported as effective. However, the relationship between them remains unclear. In this study, the authors investigated the relationship through survey (n = 366) and interview (n = 7) data collected from students in one of the most prestigious medical schools in China. Three lessons are learned. First, confirmatory factor analysis validated a two-factor model on the use of mobile devices. The participants spend more time on studying with teacher-led than student-led activities. Second, structural equation modelling results suggest that the use of teacher-led mobile activities has a positive impact on learner-led activities and students' satisfaction with overall teaching quality. Third, students perceive mobile devices as useful learning tools when teacher-led activities are present, whereas in the absence of teachers' involvement, student-led activities are perceived as less efficient than other forms of learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1354513
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1354513
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1475939X.2021.2010591
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 247
    Subjects:
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Medical Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Student Role
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Satisfaction
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Exploring the Relationships between Teacher-Led and Learner-Led Mobile Learning Activities and Their Impacts on Teacher Evaluation Results
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wei, Wei
      – PersonEntity:
          Name:
            NameFull: Cheng, Liu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1475-939X
            – Type: issn-electronic
              Value: 1747-5139
          Numbering:
            – Type: volume
              Value: 31
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Technology, Pedagogy and Education
              Type: main
ResultId 1