Affect and Digital Learning at the University Level

Autor/inn/en	Katz, Yaacov J.; Yablon, Yaacov B.
Titel	Affect and Digital Learning at the University Level
Quelle	In: Campus-Wide Information Systems, 28 (2011) 2, S.114-123 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-0741
DOI	10.1108/10650741111117815
Schlagwörter	Electronic Mail; Student Attitudes; Vocabulary; Learning Strategies; Student Motivation; Personal Autonomy; Learner Controlled Instruction; Affective Behavior; Handheld Devices; Telecommunications; Language Usage; College Freshmen; English (Second Language); Comparative Analysis; Questionnaires; Letters (Correspondence); Foreign Countries; Educational Technology; Israel + Suchen Sie Ihr Suchwort? Elektronischer Briefkasten; Schülerverhalten; Wortschatz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Individuelle Autonomie; Affective disturbance; Active behaviour; Affektive Störung; Telekommunikationstechnik; Sprachgebrauch; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Brief; Ausland; Unterrichtsmedien
Abstract	Purpose: The purpose of the paper is to examine the efficiency of SMS based cell-phone vocabulary learning as compared to email vocabulary delivery and snail mail vocabulary delivery at the university level. Design/methodology/approach: A total of 241 first year university students studied English vocabulary in their mandatory English foundation course. Students were divided into three groups: study via cell-phone based SMS messages, via email messages and via snail mail delivery. Vocabulary lists were delivered weekly to students via the three delivery strategies during course. Students in the three groups were tested on English vocabulary and responded to a questionnaire that examined their attitudes toward flexibility of the learning strategy; user friendliness of the learning strategy; learner control of the learning process, learner motivation; and learner autonomy. Findings: Results of the study indicate that there were no significant differences for achievement attained by the three groups on the vocabulary test. However, there were significant differences on students' attitudes toward flexibility of learning; user friendliness of the learning strategy; learner control of the learning process, learner motivation; and learner autonomy. The students who received SMS messages had most positive attitudes on all five factors, followed by attitudes of students who received email messages, who were followed by attitudes of students who received vocabulary via snail mail. Practical implications: It appears that SMS based vocabulary delivery is perceived as more effective than email delivery which is felt to be more efficient than snail mail learning. Results of the study indicate the potential for university vocabulary learning via cell-phone based SMS messaging. Originality/value: This paper indicates the value of SMS messaging for vocabulary learning at the university level. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10