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Technology-Assisted Learning: A Longitudinal Field Study of Knowledge Category, Learning Effectiveness and Satisfaction in Language Learning

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Title: Technology-Assisted Learning: A Longitudinal Field Study of Knowledge Category, Learning Effectiveness and Satisfaction in Language Learning
Language: English
Authors: Hui, W., Hu, P. J.-H, Clark, T. H. K.
Source: Journal of Computer Assisted Learning. Jun 2008 24(3):245-259.
Availability: Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Peer Reviewed: Y
Physical Description: PDF
Page Count: 15
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Listening Comprehension, Web Based Instruction, Experiential Learning, Vocabulary Development, Longitudinal Studies, Satisfaction, Student Attitudes, Computer Assisted Instruction, Classification, Abstract Reasoning, Skill Development, Predictor Variables, Social Support Groups, Second Language Learning
DOI: 10.1111/j.1365-2729.2007.00257.x
ISSN: 0266-4909
Abstract: 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.
Abstractor: Author
Number of References: 56
Entry Date: 2008
Accession Number: EJ793723
Database: ERIC
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  Data: Technology-Assisted Learning: A Longitudinal Field Study of Knowledge Category, Learning Effectiveness and Satisfaction in Language Learning
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Jun 2008 24(3):245-259.
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  Data: Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
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  Data: 10.1111/j.1365-2729.2007.00257.x
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  Data: 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.
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        Value: 10.1111/j.1365-2729.2007.00257.x
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      – Text: English
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        PageCount: 15
        StartPage: 245
    Subjects:
      – SubjectFull: Listening Comprehension
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      – SubjectFull: Web Based Instruction
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Classification
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      – SubjectFull: Abstract Reasoning
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      – SubjectFull: Skill Development
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Social Support Groups
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      – SubjectFull: Second Language Learning
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      – TitleFull: Technology-Assisted Learning: A Longitudinal Field Study of Knowledge Category, Learning Effectiveness and Satisfaction in Language Learning
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