Predicting Digital Informal Learning: An Empirical Study among Chinese University Students

Autor/inn/en	He, Tao; Zhu, Chang; Questier, Frederik
Titel	Predicting Digital Informal Learning: An Empirical Study among Chinese University Students
Quelle	In: Asia Pacific Education Review, 19 (2018) 1, S.79-90 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-018-9517-x
Schlagwörter	College Students; Multimedia Materials; Electronic Publishing; Informal Education; Models; Foreign Countries; Structural Equation Models; Behavior Theories; Predictor Variables; Least Squares Statistics; China + Suchen Sie Ihr Suchwort? Collegestudent; Elektronisches Publizieren; Informelle Bildung; Nichtformale Bildung; Analogiemodell; Ausland; Prädiktor
Abstract	Although the adoption of digital technology has gained considerable attention in higher education, currently research mainly focuses on implementation in formal learning contexts. Investigating what factors influence students' digital informal learning is still unclear and limited. To understand better university students' digital informal learning (DIL), this study proposed a model based on decomposed theory of planned behavior to investigate students' behavioral intention to DIL. Different aspects of DIL behavior were further explored, through examining behaviors of cognitive learning, metacognitive learning, and social and motivation learning. This study also integrated digital competence as a new construct into the model, along with other variables to test the proposed model. A sample of 335 students selected from three universities in China took part in this study. The partial least square structural equation modeling was applied to analyze the data. The results provide support and better understanding for the importance of motivation factors such as digital competence and compatibility to explain students' DIL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01