An Application of the Diffusion of Innovations Theory to the Investigation of Blended Language Learning

Autor/in	Grgurovic, Maja
Titel	An Application of the Diffusion of Innovations Theory to the Investigation of Blended Language Learning
Quelle	In: Innovation in Language Learning and Teaching, 8 (2014) 2, S.155-170 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2013.789031
Schlagwörter	English (Second Language); Second Language Instruction; Educational Innovation; Integrated Learning Systems; Teaching Methods; Web Based Instruction; Blended Learning; Homework; Qualitative Research; Interviews; Observation; Focus Groups; Student Surveys; Statistical Analysis; Educational Theories; Technology Uses in Education; Educational Technology; Higher Education; Language Teachers; College Faculty; College Students + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Web Based Training; Hausaufgabe; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Schülerbefragung; Statistische Analyse; Educational theory; Theory of education; Bildungstheorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language teacher; Sprachunterricht; Fakultät; Collegestudent
Abstract	This study investigates technology-enhanced blended learning in an English as a Second Language (ESL) program from the theoretical perspective of Diffusion of Innovations theory. The study first established that the use of a learning management system (LMS) in two ESL classes represented an educational innovation. Next, the innovation attributes described by Rogers (relative advantage, complexity, trialability, and observability) were examined. Then, the stages of the innovation-decision process (knowledge, persuasion, decision, implementation, and confirmation) were analyzed. Two ESL teachers and thirty-one students used the LMS to combine face-to-face classroom learning and online learning in the computer lab and for homework. Both qualitative data (in-depth teacher interviews, class and lab observations, and a student focus group) and quantitative data (student surveys) were analyzed. The main findings indicate that the innovation shared common attributes with other innovations and that both positive and negative innovation attributes were present. The two teachers passed through the first four stages of the innovation-decision process that the other potential adopters go through. This study showed that the Diffusion of Innovations theory can guide research on blended language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01