Investigating self-directed learning and technology readiness in blending learning environment

• Published in: International Journal of Educational Technology in Higher Education Vol. 16; no. 1; pp. 1 - 22
• Main Authors: Geng, Shuang, Law, Kris M. Y., Niu, Ben
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 21.05.2019; Springer Nature B.V; SpringerOpen
• Subjects: Academic Achievement; Active Learning; Blended learning; CAI; Classrooms; Community of inquiry; Computer Appl. in Social and Behavioral Sciences; Computer assisted instruction; Computer Mediated Communication; Computer Science; Computers and Education; Cooperative Learning; Course Content; Distance learning; Educational Environment; Educational Facilities Improvement; Educational Strategies; Educational Technology; Electronic Learning; Higher Education; Humanities; In Person Learning; Independent study; Influence of Technology; Information Systems Applications (incl.Internet); Innovation; Instructional Effectiveness; Law; Learner Engagement; Learning; Learning Activities; Learning Experience; Learning Motivation; Learning Processes; Learning Strategies; Motivation; Research Article; Self-directed learning; Statistics for Social Sciences; Student Motivation; Students; Technology readiness; Technology utilization; Community of inquiry; Self-directed learning; Technology readiness; Motivation; Blended learning
• ISSN: 2365-9440; 2365-9440
• DOI: 10.1186/s41239-019-0147-0

Blended Learning (BL) creates a ‘rich’ educational environment with multiple technology-enabled communication forms in both face-to-face and online teaching. Students’ characteristics are closely related to the learning effectiveness in the BL environment. Students’ ability to direct themselves in learning and to utilise learning technologies can affect student learning effectiveness. This study examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non-BL (NBL) settings. The results indicated that the BL environment provides good facilitation for students’ social involvement in the class. Student technology readiness plays a stronger role in impacting the teaching presence in a BL environment than NBL environment. These findings imply that a proper BL setting creates a cohesive community and enhances collaborations between students. Prior training of learning technologies can potentially enhance students’ teaching presence.