Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment

Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE), within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-year Afrikaans language class is explored. The Technology Acceptance Model (TAM) was employed by means of a survey and the Structure Equation Model was used to explore factors relevant to this first-year class. In addition, qualitative research was conducted through an open questionnaire in order to determine the perceptions regarding the blended learning context and the ILE. It was found that students are generally able to function within the ILE and they are quite positive towards the use of the learning environment for learning and teaching. However, it is clear that some students still prefer printed study material. Despite the fact that students indicated that they use the ILE daily, actual usage statistics did not always correspond. Finally, this paper makes suggestions with regard to adapting teaching in terms of students’ behaviour based on their computer anxiety and Internet self-efficacy as well as the perceived usefulness and ease of use of the ILE.

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The Bricolage Approach of Teaching in a Blended Learning Environment

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v3i1.200 ◽

2012 ◽

Vol 3 (1) ◽

Author(s):

Betchie E. Aguinaldo

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Technology Acceptance ◽

Technology Acceptance Model ◽

Ease Of Use ◽

Perceived Usefulness ◽

Technological Innovations ◽

Perceived Ease Of Use ◽

Academic Institutions ◽

Acceptance Model

The proliferation of technology in various areas in our society can be compare to flowing water that supplies energy to each part of its system. In the field of education, technology pours its strength not only to the process of teaching and learning but also to the continuous improvement of delivery of education. Unfortunately, not all academic institutions are enjoying the benefits provided by technological innovations in education. Various academic institutions have been suffering for several years since the advent of technological innovations in education. Poor academic institutions are far left behind in this educational innovation. This study presented the development of Bricolage Approach of teaching using four types of ICT sustainability. Technology Acceptance Model (TAM) of Davis (1989) was adapted in this study using a customized blended learning environment tool to gauge the students’ acceptability of the Bricolage Approach of Teaching in a blended learning environment. The findings of the study resulted to the increase of students’ knowledge in e-learning tool. Furthermore, result demonstrated concrete evidence of students’ favorable acceptability of Bricolage Approach of teaching in a blended learning environment using TAM’s factor perceived usefulness, perceived ease of use, attitude towards usage and behavior intention to use. Keywords: Bricolage approach; Bricola; Blended learning; Technology Acceptance Model (TAM)

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An Investigation into Learners’ Motivation in an Online Environment

Learning and Teaching in Higher Education Gulf Perspectives ◽

10.18538/lthe.v3.n2.03 ◽

2006 ◽

Vol 3 (2) ◽

pp. 46-58

Author(s):

Marielle Patronis

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Learning Process ◽

Traditional Classroom ◽

First Year ◽

Online Environment ◽

Online Interaction ◽

First Year Students ◽

Face To Face

This case study aims to investigate the forces and barriers to learners’ motivation in a blended learning environment. This study uses an online forum as a vehicle for useful interaction among learners and as an extension of traditional classroom face-to-face meetings. 48 first-year students in a UAE university participated in this study. A series of data were obtained through questionnaires and feedback from the students, which were subsequently analyzed and compared to the existing literature. The results revealed that online interaction can enhance learners’ motivation and engagement in the learning process.

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