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International Journal of Mobile and Blended Learning最新文献

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Highly Effective Blended Teaching Practices 高效的混合教学实践
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-08-13 DOI: 10.4324/9781003037736-9
C. Kahn, Lynne L. Hindman
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引用次数: 0
Neotraditional Students and Online Discussions 新传统学生和在线讨论
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-08-13 DOI: 10.4324/9781003037736-5
J. Renfrow
{"title":"Neotraditional Students and Online Discussions","authors":"J. Renfrow","doi":"10.4324/9781003037736-5","DOIUrl":"https://doi.org/10.4324/9781003037736-5","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80439955","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}
引用次数: 0
Student Experiences Learning Psychomotor Skills in a Blended Doctor of Physical Therapy Program 学生体验学习精神运动技能在一个混合医生的物理治疗方案
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-08-13 DOI: 10.4324/9781003037736-27
Timothy Miller, Swapna Kumar
{"title":"Student Experiences Learning Psychomotor Skills in a Blended Doctor of Physical Therapy Program","authors":"Timothy Miller, Swapna Kumar","doi":"10.4324/9781003037736-27","DOIUrl":"https://doi.org/10.4324/9781003037736-27","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84259125","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}
引用次数: 1
Integrative Blended Learning 综合混合式学习
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-08-13 DOI: 10.4324/9781003037736-28
P. McDonald, K. Schlumpf, Gregory C Weaver, May Corcoran
{"title":"Integrative Blended Learning","authors":"P. McDonald, K. Schlumpf, Gregory C Weaver, May Corcoran","doi":"10.4324/9781003037736-28","DOIUrl":"https://doi.org/10.4324/9781003037736-28","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84819950","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}
引用次数: 0
Exploring Definitions, Models, Frameworks, and Theory for Blended Learning Research 探索混合学习研究的定义、模型、框架和理论
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-08-13 DOI: 10.4324/9781003037736-3
Charles R. Graham
{"title":"Exploring Definitions, Models, Frameworks, and Theory for Blended Learning Research","authors":"Charles R. Graham","doi":"10.4324/9781003037736-3","DOIUrl":"https://doi.org/10.4324/9781003037736-3","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74293193","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}
引用次数: 7
Development Trends and Analysis of Collaborative Learning in E-Learning Environments 1988-2019 电子学习环境下协同学习的发展趋势与分析(1988-2019
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-07-01 DOI: 10.4018/IJMBL.2021070101
Chun-Chao Shih, Ying-Chih Kuo
{"title":"Development Trends and Analysis of Collaborative Learning in E-Learning Environments 1988-2019","authors":"Chun-Chao Shih, Ying-Chih Kuo","doi":"10.4018/IJMBL.2021070101","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070101","url":null,"abstract":"This study applies the bibliometric method to review research in collaborative learning in e-learning and analyzes the trends of research on this topic. Using quantitative tools of science mapping, 8,575 papers in the Scopus database, prior to and including 2019, were reviewed, tracing back to 1988. Retrospective analysis uncovers continuing trends in research by way of topic-related sequence and geographic differences in sub-topics by space; moreover, further analysis is undertaken on the structure of knowledge bases. This reveals that the journals of highest impact include Computers in Human Behavior, Computers & Education, and Journal of Computer Assisted Learning, while the most impactful authors are Barolli, Caballé, Chen, Daradoumis, Dimitriadis, Li, Li, Sterbini, Temperini, Tsiatsos, and Xhafa. This paper concludes that the bibliometric method can target a broad range of research; topics related to applied science and emerging technologies are still to be studied. Research topics are cross-border, not limited to geographically close nations.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84328503","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}
引用次数: 2
Gamified E-Reading Experiences and Their Impact on Reading Comprehension and Attitude in EFL Classes 游戏化电子阅读体验及其对英语课堂阅读理解和态度的影响
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-07-01 DOI: 10.4018/IJMBL.2021070105
Aysegul Liman Kaban
{"title":"Gamified E-Reading Experiences and Their Impact on Reading Comprehension and Attitude in EFL Classes","authors":"Aysegul Liman Kaban","doi":"10.4018/IJMBL.2021070105","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070105","url":null,"abstract":"The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of secondary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and their influence on reading comprehension performance in an EFL class. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive reading attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to improve students' attitudes towards reading in educational settings.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89442445","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}
引用次数: 2
Influencing Factors of Intention to Use Mobile Devices for Reading: Moderation Effects of Perceived Sociality and Perceived Risk 移动设备阅读意向的影响因素:感知社会性和感知风险的调节作用
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-07-01 DOI: 10.4018/IJMBL.2021070102
Pinghao Ye, Liqiong Liu
{"title":"Influencing Factors of Intention to Use Mobile Devices for Reading: Moderation Effects of Perceived Sociality and Perceived Risk","authors":"Pinghao Ye, Liqiong Liu","doi":"10.4018/IJMBL.2021070102","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070102","url":null,"abstract":"This research studied the continuous use intention of mobile reading users. The current study used the stimulus-organism-response model as a basis to build a causal model of mobile readers' continuous intention to use it. A questionnaire survey was conducted involving 327 users to obtain the current research data. Structural equation modeling was used to empirically test the relationship amongst variables in the conceptual model. Results are as follows. Perceived pleasure, perceived service, immersion, and perceived sociality had a significant positive effect on intention for continuous use. Particularly, perceived pleasure had a significant positive effect on immersion and perceived service. Perceived usefulness and perceptual interest had significant positive effects on perceived pleasure. Perceived sociality had a regulating effect on the relationship between perceived pleasure and intention for continuous use. Lastly, perceived sociality had a regulating effect on the relationship between immersion and intention for continuous use.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91395606","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}
引用次数: 0
Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles 混合学习在不同学习风格的技术教师候选人教学中的应用
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-07-01 DOI: 10.4018/IJMBL.2021070104
H. Tambunan, M. Silitonga, Uli Basa Sidabutar
{"title":"Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles","authors":"H. Tambunan, M. Silitonga, Uli Basa Sidabutar","doi":"10.4018/IJMBL.2021070104","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070104","url":null,"abstract":"To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90745672","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}
引用次数: 5
The Dark Side of Technology-Enabled Teaching: Impact of Technostress on Student Performance 技术支持教学的阴暗面:技术压力对学生表现的影响
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-07-01 DOI: 10.4018/IJMBL.2021070103
Sangeeta Mehrolia, Subburaj Alagarsamy, S. Jeevananda
{"title":"The Dark Side of Technology-Enabled Teaching: Impact of Technostress on Student Performance","authors":"Sangeeta Mehrolia, Subburaj Alagarsamy, S. Jeevananda","doi":"10.4018/IJMBL.2021070103","DOIUrl":"https://doi.org/10.4018/IJMBL.2021070103","url":null,"abstract":"This study validates an instrument used to measure technostress creators, technostress support mechanisms, and their negative impact on students' satisfaction and performance. A research model is developed based on the stimulus, organism, and response model to analyse the mediating effect of technostress creators and understand how technostress inhibitors influence students' satisfaction and their performance. A group of 206 students from India pursuing higher education were selected as a sample to validate this model. Technostress creators act as a mediator between technostress inhibitors and students' satisfaction and their performance, while technostress inhibitors positively influence student satisfaction and performance indirectly. Insights from this study will enable higher education institutions to identify the students who are finding technology-based education problematic and help preserve their wellbeing by following supportive strategies to reduce stress and enhance the students' active participation in technology-based education.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89616427","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}
引用次数: 0
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