Collaborative Technology in a Hybrid Learning Context: Exploring Feeling at Ease and Perceived Learning among College Students

Autor/inn/en	Hopkins, Matt; Lin, Meng-Hsien; Nariswari, Angeline
Titel	Collaborative Technology in a Hybrid Learning Context: Exploring Feeling at Ease and Perceived Learning among College Students
Quelle	In: International Journal of Educational Management, 37 (2023) 6-7, S.1481-1497 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Meng-Hsien) ORCID (Nariswari, Angeline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-11-2022-0477
Schlagwörter	Educational Technology; Cooperation; Blended Learning; Student Attitudes; Anxiety; Technology Uses in Education; Extraversion Introversion; Undergraduate Students; Business Education + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Co-operation; Kooperation; Schülerverhalten; Angst; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wirtschaftserziehung; Wirtschaftspädagogik
Abstract	Purpose: This study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the study explores the critical role of students' feeling-at-ease, including its drivers and impact on their perception of the technology. Design/methodology/approach: The study included a classroom intervention in which a collaborative technology, i.e. VoiceThread, was implemented in a hybrid learning context. Online surveys, which included quantitative and qualitative components, were administered at the start and end of the semester to capture student perceptions and experiences with the technology. Findings: Students who felt more at ease assessed the collaborative technology more positively. While extraversion was marginally associated with initial feeling at ease, technology anxiety was not. When using the technology to post content, students who felt more at ease preferred using audio or video over text. Students' perception of the importance of technology in facilitating their learning was a key mediator in the relationship between feeling less at ease and future intention to use the collaborative technology. Originality/value: The paper investigates the implementation of a collaborative technology in a hybrid learning context, highlighting the critical role of feeling at ease in impacting its acceptance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01