Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment
Literator
| Field | Value | |
| Title | Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment Vervlegte leer in 'n taalklas op eerstejaarsvlak: Beoordeling van die aanvaarding van ‘n interaktiewe leeromgewing | |
| Creator | Olivier, Jako | |
| Description | 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. Vervlegte leer, as kombinasie van gesig-tot-gesig en aanlyn onderrig, word toenemend in universiteitsklaskamers toegepas. In hierdie studie is die gebruik van ’n interaktiewe leeromgewing (IL), binne ’n Sakai-gebaseerde leerbestuurstelsel, sowel as gesig-totgesig-onderrig en -leer in ’n Afrikaanse taalklas op eerstejaarsvlak ondersoek. Die tegnologieaanvaardingsmodel (TAM) is deur middel van ’n vraelys gebruik en ’n struktuurvergelykingsmodel is ingespan om faktore wat relevant is tot hierdie eerstejaarsklas te ondersoek. Verder is kwalitatiewe navorsing gedoen deur middel van ’n oopvraelys ten einde die persepsies rondom die konteks waarin die vervlegte leer plaasgevind het asook die IL te bepaal. Daar is gevind dat die studente in die algemeen in staat is om binne die IL te funksioneer en dat hulle positief is teenoor die gebruik van die IL ten opsigte van onderrig en leer. Dit is egter ook duidelik dat studente eerder gedrukte studiemateriaal verkies. Ten spyte van die feit dat studente aandui dat hulle die IL daagliks gebruik, het werklike gebruikstatistiek nie hiermee ooreengestem nie. Ten slotte word daar in hierdie artikel voorstelle gemaak ten opsigte van die aanpassing van onderrig ten opsigte van studente se gedrag op grond van hul rekenaarangs, internetselfdoeltreffendheid asook die waargenome bruikbaarheid en gebruiksgemak van die IL. | |
| Publisher | AOSIS | |
| Date | 2016-10-26 | |
| Identifier | 10.4102/lit.v37i2.1288 | |
| Source | Literator; Vol 37, No 2 (2016); 12 pages Literator; Vol 37, No 2 (2016); 12 pages 2219-8237 0258-2279 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://literator.org.za/index.php/literator/article/view/1288/2109
https://literator.org.za/index.php/literator/article/view/1288/2110
https://literator.org.za/index.php/literator/article/view/1288/2111
https://literator.org.za/index.php/literator/article/view/1288/2097
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