J. Inf. Technol. Educ. Res.最新文献

{"title":"Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1: 1 Device University-Elementary School Partnership","authors":"Gregory M. Francom, Andria L. Moon","doi":"10.28945/4129","DOIUrl":"https://doi.org/10.28945/4129","url":null,"abstract":"Aim/Purpose This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners University teacher candidates should be given more embedded technologyfocused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Enhancing Educational Technology Confidence 424 Recommendations for Researchers Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131087606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Experiences of Blended Learning in Interior Architecture","authors":"Y. Afacan","doi":"10.28945/4122","DOIUrl":"https://doi.org/10.28945/4122","url":null,"abstract":"Aim/Purpose This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture. Background For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the context of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors affect performance in design courses both directly and indirectly. Methodology To explore the student experiences of blended learning and its effects on the relationship between overall course satisfaction and student performance, data was collected through a survey instrument from a randomly selected 306 undergraduate students, 220 female and 86 male, each enrolled in four daytime blended learning sections of a design course. Contribution Different than other studies, this study contributes to the literature by investigating the direct and indirect effects of a blended learning environment on the relationship between overall course satisfaction and student performance in the interior architecture context, rather than solely focusing on satisfaction or performance. Findings The findings show that satisfaction with blended learning has a significant and direct influence on performance. Different than the studies in blended learning satisfaction literature, the study found blended interpretation and experience as significant contributors to impact blended learning satisfaction in design courses. Recommendations for Practitioners The findings in the study are intended to assist design instructors in improving student satisfaction of a blended design course in order to enjoy the possibilities of new information and communication technologies (ICTs) as well as to serve Blended Learning Satisfaction 400 as a basis for developing an effective course mechanism in a blended design curriculum. Recommendations for Researchers The study focused on the mediating effect of only one variable, which was performance, but researchers could investigate more variables, such as experience, learning strategies, and retention as having mediating effects on student satisfaction in different blended learning models in design courses. Impact on Society This study emphasizes that students’ satisfaction with blended learning in challenging learning environments like interior architecture provides learners with choices to develop more student-centered instruction and increased performance and engagement. Future Research It is advisable to (i) explore the blended learning behavior of international design students compared with national students and (ii) investigate potential implications of computer-mediated feedbacks on student creativity.","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131645163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determinants of the Adoption of Mobile Learning Systems among University Students in Indonesia","authors":"E. Pramana","doi":"10.28945/4119","DOIUrl":"https://doi.org/10.28945/4119","url":null,"abstract":"Aim/Purpose This study investigates the factors that influence university students’ intentions to adopt mobile learning for their learning activities. A theoretical model is developed based on prior research incorporating constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT), the Technology Acceptance Model (TAM), and specific mobile learning constructs, as well as the moderating effects of gender and experience. Background Mobile Learning, the use of smartphones and other mobile devices in accessing education materials, has become increasingly popular in the last decade. Despite the widespread use of smartphones by students, not many universities have adopted mobile learning in their teaching and learning activities. Methodology A paper-based questionnaire was used to collect data. A final sample of 696 student responses from five urban universities in Indonesia was used. All of the constructs in the model are measured using existing scales. Structural Equation Modeling (SEM) was used to analyze and develop the theoretical model using Amos software. Contribution This research contributes to the theoretical understanding of mobile learning adoption as well as practice and provides guidance for university managers to successfully implement mobile learning in their universities. In particular, the study explores moderating effects due to gender and mobile learning experience and presents more complete findings based on total effects instead of only considering direct effects. Findings Perceived Enjoyment and Perceived Usefulness are the two most influencing factors in the adoption of mobile learning. Gender moderates the direct effect of learning autonomy on behavioral intention. New findings include significant correlations and causal effects involving learning autonomy, perceived enjoyThe Adoption of Mobile Learning Systems 366 ment, facilitating condition, perceived mobility, social influence, perceived usefulness, and perceived ease of use. Recommendations for Practitioners University managers should ensure that the students can enjoy mobile learning and also find it useful for their learning activities. Furthermore, the University has to facilitate and support the mobile learning system and infrastructure, and they also need to create a university learning environment where professors, senior students, and friends all encourage the adoption of mobile learning. Recommendations for Researchers Research on mobile learning adoption should consider the moderator effects on the factors of behavioral intention to adopt mobile learning. Different groupings within these moderators should also be examined. Future Research Additional studies may address and compare findings with respondents from rural Indonesian universities where the infrastructure and facilities are inferior to those in urban universities as well as participants from other cultural contexts.","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125550669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Attitudes towards Technology and Their Preferences for Learning Tools/Devices at Two Universities in the UAE","authors":"M. Andrew, Jennifer Taylorson, D. J. Langille, A. Grange, N. Williams","doi":"10.28945/4111","DOIUrl":"https://doi.org/10.28945/4111","url":null,"abstract":"Aim/Purpose The purpose of this study was to survey student opinions about technology in order to best implement and utilize technology in the classroom. In this paper, technology refers to ‘digital technology’. The aims of this study were to: (1) examine student attitudes towards technology in regards to enjoyment and perceived usefulness; (2) investigate what tools and devices students enjoyed and preferred to use for learning; (3) examine whether students preferred learning with books and paper instead of technological devices (e.g. laptops, tablets, smartphones); and (4) investigate whether student opinions about digital technology and preferred learning tools differ between two universities (based on their level of technology implementation) and between two programs (Foundation Studies and General Studies). Background Previous studies have investigated student device choice, however, fewer studies have looked specifically at which tools and devices students choose for certain academic tasks, and how these preferences may vary according to the level of digital technology integration between two different universities. Student Attitudes towards Technology 310 Methodology In this study, a mix of quantitative and qualitative data was gathered from 1102 participants across two universities in the United Arab Emirates from an English-language Foundation Studies program and a first-year General Studies program. A questionnaire (containing closed-ended and open-ended questions) was followed by three focus-group interviews (n=4,3,2). ANOVA and t-Tests were used to test for statistically significant differences in the survey data, and qualitative survey and interview data were analyzed for recurring themes. Contribution This study aims to provide a more comprehensive account of the learning tools (including books/paper, laptops, tablets, and phones) students prefer to use to complete specific academic tasks within a university context. This study also seeks to evaluate student attitudes towards using digital technology for learning, in order to best implement and utilize technology in the context of higher education institutions in the Middle East and around the world. Findings Findings suggest that participants enjoy learning how to use new technology, believe it improves learning, and prepares them for future jobs. Books/paper were the most preferred resources for learning, followed closely by laptops, while tablets and smartphones were much less preferred for specific educational tasks. The data also revealed that respondents preferred learning through a combination of traditional resources (e.g. books, paper) and digital technological tools (e.g. laptops, tablets). Recommendations for Practitioners These findings can be used to recommend to educators and higher education administrators the importance of adopting learning outcomes related to digital literacy in the classroom, to not only help students become more effective learners, but also more s","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121591969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Student Nurses' Self-Regulated Learning with the Second Life Environment: An Empirical Study","authors":"Ahmed Isam Al-hatem, M. Masood, H. Al-Samarraie","doi":"10.28945/4110","DOIUrl":"https://doi.org/10.28945/4110","url":null,"abstract":"Aim/Purpose This study investigated the potential use of Second Life (SL) to facilitate nursing students’ confidence and motivation, as well as its impact on their selfregulated learning development. Background The current emphasis on nursing education in general has resulted in more consideration of different virtual learning environments as a means for assessing individuals’ learning in a healthcare context. Methodology A quantitative research approach employing the survey method was used in this study. A model fit for Partial Least Squares (PLS) technique on 218 participants was produced to estimate the direct effect of environmental elements in terms of environment content design, environment interactivity, and environment functionality on student nurses’ behaviour in terms of motivation and confidence. In addition, the direct effect of student nurses’ behaviour on the development of their self-regulated learning was also examined and discussed. Two SL medical scenarios were designed to facilitate nurse students’ mastery of the learning task. Second Life in Nurse Education 286 Contribution This study shows the potential of using SL for empowering nurses’ selfregulated learning and collaborative learning. It extends the current understanding on how SL can assess nurses to learn about clinical related matters through the control of teleported characters (avatars), thus enhancing self-regulation. Findings This study found that SL content design, functionality, and interactivity can positively affect nursing students’ learning by providing them with the necessary elements to stimulate their confidence and motivation. We also found that nursing students’ confidence and motivation when using SL have significantly contributed to their self-regulated learning. Recommendations for Practitioners Findings from this study can help educational decision makers to consider the use of seamless learning environments, like the SL, to help students solve problems and generate alternative responses to their issues.","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129646261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Feedback in Digital Applications - Does the Feedback They Provide Support Learning?","authors":"Betty Tärning","doi":"10.28945/4104","DOIUrl":"https://doi.org/10.28945/4104","url":null,"abstract":"Aim/Purpose The goal of this paper is to examine digital applications used in Swedish schools and whether they fulfill their potential as support for learners. This is done by examining the kinds of feedback they provide and discussing if this feedback supports learning or not. Background The paper targets one aspect regarding which educational apps can be of high value for learners and teachers, namely the feedback they provide. The paper also addresses the need for supportive feedback and reviews 242 apps with respect to what types of feedback they provide. Methodology A sample of apps used in primary school was collected via email to schools in Sweden. The author evaluated each app with respect to what kind of feedback it provided. The article concerns both positive and negative feedback, with a focus on negative. The following types of feedback were evaluated; verification feedback, corrective feedback, elaborated feedback, encouraging feedback and result feedback. Contribution This paper contributes to knowledge regarding how most apps only contain verification feedback (telling the student whether their answer was correct or not). In order to help a student while learning, verification feedback is not enough. Rather, previous research has shown that explanatory feedback is more beneficial for learning. Findings Seventy-seven percent of all apps contained verification feedback, and only 12 % provided the student with some type of explanation as to why their answer was incorrect. Looking at previous research, this is not desirable if one wants the app to support learning and not only act as a testing device. Fifty-five percent of all apps also contained some type of encouragement, but none of this encouragement addressed the task or the effort the learners put into the task - something that would be preferable from a learning perspective. Recommendations for Practitioners There is much to be gained for developers of educational software if they would make more use of the feedback in educational apps. As for now, the feedback is primarily suited for testing and not for learning. For users of apps (teachers, parents, and children) this paper shows that feedback can be and is an important factor to evaluate before deciding if the app is \"worth\" spending time on. Recommendation for Researchers The research describes different types of feedback and their (dis)advantages. Impact on Society The paper stresses that most feedback represented in apps today corresponds to a behavioristic approach comparable to instrumental conditioning by means of reinforcement. In essence, most apps miss the opportunity of treating the learner as an active and constructive being who would benefit from more nu-anced feedback. Future Research Previous research has shown that elaborated feedback is more beneficial for learning, but more research needs to be done here, the amount of elaborated feedback will most likely affect varying student groups and varying tasks in dif","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125192571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effectiveness of Integrating Interactive Technology in Reading Comprehension: A Case Study of Jamaica's Grade SchoolNew Article","authors":"Ngozi Fidelia Iyare, J. S. James, Tom M. Amonde","doi":"10.28945/4098","DOIUrl":"https://doi.org/10.28945/4098","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115950453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"WhatsApp, Teacher?\" - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools","authors":"H. Rosenberg, C. Asterhan","doi":"10.28945/4081","DOIUrl":"https://doi.org/10.28945/4081","url":null,"abstract":"Aim/Purpose In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Teacher-Student WhatsApp Interaction 206 Findings The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the ma","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122077054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing eLearning Systems Success in Nigeria: An Application of the DeLone and McLean Information Systems Success Model","authors":"M. Yakubu, S. Dasuki","doi":"10.28945/4077","DOIUrl":"https://doi.org/10.28945/4077","url":null,"abstract":"Aim/Purpose: This study is based on the DeLone and McLean's Information Systems Success (D & M ISS) model, which was modified to determine the success factors re-sponsible for the acceptance of an e-learning system called Canvas by students of a Nigerian University. Background: The adoption of eLearning has been under studied within the context of devel-oping countries. There have been calls in the literature for further research from a developing country perspective. This study attempts to fill this knowledge gap by investigating the factors responsible for students' adoption of eLearning in a Nigerian University. Methodology: The study was built on the premise that system quality (SQ), service quality (ServQ) and information quality (IQ) are determinants of behavioral intention to use Canvas and user satisfaction of Canvas, both of which in turn influence the actual usage of Canvas. Responses from 366 students were analyzed with AMOS 22 using structural equation model (SEM) to test the relationships be-tween the constructs of the proposed model. Contribution: The study contributes to the research gap about the paucity of studies in the adoption of eLearning in developing countries that have placed emphasis on the use of eLearning systems or on the software quality attributes of the sys-tems under investigation. Findings: The results partially supported the effect of the quality antecedents on behav-ioral intention and user satisfaction of students. There was full support for the relationship between behavioral intention and user satisfaction of students on their actual usage of Canvas. Recommendations for Practitioners: The level of significance of the constructs identified in the study will guide the formulation of strategies and methods that could further enhance the adoption of eLearning systems in developing countries, specifically Nigeria. Recommendation for Researchers: Theoretically, the study contributes to the body of knowledge on eLearning adoption by empirically validating the DeLone and McLean model in a different context, specifically sub-Saharan Africa. Future Research: Future research could investigate the factors that influence instructors' behav-ioral intentions to use eLearning applications and also the effect that the in-structors have on students' adoption of eLearning.","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133905752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of the Flipped Classroom on Learner Achievement and Satisfaction in an Undergraduate Technology Literacy Course","authors":"Max Sommer, Albert D. Ritzhaupt","doi":"10.28945/4059","DOIUrl":"https://doi.org/10.28945/4059","url":null,"abstract":"Aim/Purpose The purpose of this study was to examine the impact of the flipped classroom model on learner achievement and satisfaction for undergraduate learners Background The context for this research on the flipped classroom was an introductory technology literacy course at a public, research university. Methodology This study employed a quasi-experimental pre-test/post-test design consisting of two groups: the treatment condition (sections in which instructors implemented the flipped classroom model for the module that was the focus of the study) and control condition (sections in which instructors lectured in the faceto-face meeting, then learners completed the practice online as homework). Learners in each group received their form of instruction and completed the same instructional activities, tests, and surveys. These data were analyzed using descriptive statistics, Analysis of Variance (ANOVA), and Analysis of Covariance (ANACOVA) models. Contribution This research adds to a growing base of literature on the flipped classroom, a special instantiation of blended learning. Findings Results indicated that there was no significant difference between the two groups in terms of learner achievement. In terms of learner satisfaction, however, there was a significant difference in which participants favored the control condition. Flipped Classroom in Technology Literacy Course 160 Recommendations for Practitioners Practitioners should select situations that are appropriate for the flipped classroom context. This should be reflected in the implementation of curriculum that would benefit from the affordances of this approach. Recommendation for Researchers Researchers should seek to replicate this study in longer durations and using rigorously developed and validated measures. Impact on Society This study suggests the flipped classroom may not be perceived by learners in an introductory technology literacy course as beneficial to their satisfaction. Future Research Future research should seek to replicate studies in technology literacy courses to identify the optimal learning situations for the blended learning environment.","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123037584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}