Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices

Autor/inn/en	Elyakim, Nitzan; Reychav, Iris; Offir, Baruch; McHaney, Roger
Titel	Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices
Quelle	In: Journal of Educational Computing Research, 57 (2019) 1, S.131-169 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reychav, Iris) ORCID (McHaney, Roger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117746169
Schlagwörter	Blended Learning; Handheld Devices; Junior High School Students; Field Trips; Electronic Learning; Student Attitudes; Student Experience; Gender Differences; Cognitive Style; Interaction; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Exkursion; Schülerverhalten; Studienerfahrung; Geschlechterkonflikt; Cognitive styles; Kognitiver Stil; Interaktion; Ausland
Abstract	The current study demonstrates how blended learning using location-based mobile-learning experiences can be improved when student preparation is enhanced with techniques informed by the theory of Mediated Learning Experience (MLE). Our experiment used a sample of 216 junior-high students within the context of school field trips. Tablet computers were custom configured to implement mobile learning with an application dispensing both contextual content and field navigation assignments. A control group prepped for the field trips used traditional information and discussion while an experimental group prepped based on the principles of MLE. Following the experience, students' subjective perceptions of transactional distance were examined. The findings suggested that those prepared with MLE principles experienced lower transactional distances and, hence, a better outcome. Additionally, gender and thinking style differences were found, highlighting the need to further adapt flexible teaching approaches in mobile-learning environments. Overall, the findings carry significant implications for pedagogic and technological aspects of implementing mobile technologies in education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01