A Long-Term Experiment to Investigate the Relationships between High School Students' Perceptions of Mobile Learning and Peer Interaction and Higher-Order Thinking Tendencies

Autor/inn/en	Hwang, Gwo-Jen; Lai, Chiu-Lin; Liang, Jyh-Chong; Chu, Hui-Chun; Tsai, Chin-Chung
Titel	A Long-Term Experiment to Investigate the Relationships between High School Students' Perceptions of Mobile Learning and Peer Interaction and Higher-Order Thinking Tendencies
Quelle	In: Educational Technology Research and Development, 66 (2018) 1, S.75-93 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-017-9540-3
Schlagwörter	High School Students; Electronic Learning; Student Attitudes; Peer Relationship; Thinking Skills; Foreign Countries; Questionnaires; Student Surveys; Factor Analysis; Structural Equation Models; Correlation; Usability; Cooperation; Communication (Thought Transfer); Problem Solving; Critical Thinking; Creativity; Course Content; Taiwan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Peer-Beziehungen; Denkfähigkeit; Ausland; Fragebogen; Schülerbefragung; Faktorenanalyse; Korrelation; Co-operation; Kooperation; Communication; thought; Kommunikation; Gedanke; Problemlösen; Kritisches Denken; Kreativität; Kursprogramm
Abstract	In this study, a one-year program was conducted to investigate the relationships between students' perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity, adaptive content, collaboration, communication, problem-solving, critical thinking and creativity, was developed. A total of 658 students from 38 high schools in Taiwan filled in the questionnaire after experiencing issue-based mobile learning activities. From the exploratory and confirmatory factor analyses, it was found that the questionnaire had high reliability and validity. The structural equation model further revealed that the provision of adaptive content in the mobile learning had positive impacts on the students' tendency to interact with peers (i.e., collaboration and communication), which further affected their tendency to engage in higher-order thinking (i.e., problem-solving, critical thinking, and creativity). The findings of this study provide a good reference for researchers and school teachers who intend to promote mobile learning in school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01