Differences between Mobile Learning Environmental Preferences of High School Teachers and Students in Taiwan: A Structural Equation Model Analysis

Autor/inn/en	Lai, Chiu-Lin; Hwang, Gwo-Jen; Liang, Jyh-Chong; Tsai, Chin-Chung
Titel	Differences between Mobile Learning Environmental Preferences of High School Teachers and Students in Taiwan: A Structural Equation Model Analysis
Quelle	In: Educational Technology Research and Development, 64 (2016) 3, S.533-554 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9432-y
Schlagwörter	Electronic Learning; Secondary School Teachers; High School Students; Structural Equation Models; Foreign Countries; Questionnaires; Preferences; Teacher Attitudes; Differences; Handheld Devices; Telecommunications; Student Attitudes; Surveys; Educational Environment; Teaching Methods; Secondary Education; Taiwan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Fragebogen; Lehrerverhalten; Unterscheiden; Telekommunikationstechnik; Schülerverhalten; Survey; Umfrage; Befragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarbereich
Abstract	Mobile technology has been increasingly applied to educational settings in the past decade. Although researchers have attempted to investigate both students' and teachers' preferences regarding mobile learning, few studies have investigated the differences between the two, an understanding of which is important for developing effective mobile learning environments. To address this issue, a mobile learning environmental preference survey (MLEPS) consisting of eight factors, "ease of use," "continuity," "relevance," "adaptive content," "multiple sources," "timely guidance," "student negotiation" and "inquiry learning," was developed in this study. A total of 1,239 students (609 males and 630 females) and 429 teachers (208 males and 221 females) who employed mobile technology to learn and teach in schools completed the questionnaire. From the structural equation models, it was found that the major difference between the preferences of teachers and students in learning with mobile technologies was that the teachers tended to focus more on the technical issues, while the students cared more about the richness and usefulness of the learning content. In addition, both the students and teachers considered that the "anytime" and "anywhere" support provided via the mobile technology played an important role during the learning activities, engaging them in searching for information, collecting data, interpreting data and summarizing findings. It is therefore suggested that learning environments which conform to both students' and teachers' preferences be developed in the future. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01