Font Size: a A A

Mobile Teaching:Influencing Factors Model Of Teachers’ Adoption And Impact On Students’ Learning Motivation And Learning Strategies

Posted on:2017-10-29Degree:DoctorType:Dissertation
Country:ChinaCandidate:S ZhuFull Text:PDF
GTID:1317330518981287Subject:Education Technology
Abstract/Summary:PDF Full Text Request
With the popularity of mobile technology, mobile teaching has been gradually applied in k-12 settings, which brings new opportunities for integration of information technology and teaching.However, challenges and confusion faced with the implementation of mobile teaching. The big-gest problem is the presence of mobile devices, and the absence of human participation. According to prior researches and our investigation,we found that teachers hold different views toward mo-bile teaching. Specifically, some teachers don’t want to implement mobile teaching. In addition,and the effects of mobile teaching on students, especially students’ learning motivation and learn-ing strategies, have suffered from skepticism. Therefore, this study focuses on the aspects of teachers and students to explore the influential factors of mobile teaching from the perspectives of teachers, as well as the impact of mobile teaching on students’ learning motivation and learning strategies.First, on the basis of literature review, we refined the key factors that affect mobile teaching from teachers’ view, and proposed an initial influential factors model of mobile teaching. Based on each variable of the model, a prior questionnaire of Influencing Factors of Mobile Teaching was designed. A prior survey was conducted to validate the reliability and validity of the prior ques-tionnaire,then the initial model and prior questionnaire were revised. A formal survey was con-ducted among k-12 teachers regarding with the influential factors of mobile teaching. Structural equation model software was used to test the fit of the influential factors model of mobile teaching,with the data from teachers’ questionnaires. Based on the analysis, the model was revised, and the influential factors of mobile teaching were identified, as well as the relationships among the vari-ous factors. According to the results of quantitative analyses,we chose several teaches from dif-ferent subjects as representatives, and conducted semi-structured interviews, to further confirm the influential factors of mobile teaching.Secondly, we designed a quasi-experiment, including two independent variables and two de-pendent variables. The independent variables were: (1) teaching with different media; (2) mobile teaching with different subjects. The dependent variables were learning motivation and learning strategies. Firstly, we analyzed the research conditions of the experimental schools and determined four classes that participated in the quasi-experiment, and the four classes were divided into two groups: (1) mobile devices-based teaching and traditional multimedia-based teaching; (2) mobile devices-based teaching with English and mathematics. A pretest and a posttest of students’ learn-ing motivation and learning strategy were implemented before and after the quasi-experiment.Using the pretest and posttest data, we conducted the following analyses throug independent sam-ple t test and ACOVA: (1) differences of influence on students’ learning motivation and learning strategies between classes of mobile teaching and traditional teaching; (2) differences of influence on students’learning motivation and learning strategies between mobile teaching with English and mathematics.The research findings with regard to the influencing factors of mobile teaching were as fol-lows. (1) Teachers’ attitude and belief have a significantly positive influence on their willingness to integrate mobile technology. (2) Teachers’mobile teaching self-efficacy has a significantly pos-itive influence on their willingness to integrate mobile technology. (3)Teachers’ mobile skills and mobile teaching pedagogical knowledge have significantly positive influence on mobile teaching self-efficacy. (4) Subject culture clash has significantly positive influence on teachers’ attitude and belief, as well as mobile teaching self-efficacy.The following findings are impact of mobile teaching on students’ learning motivation and learning strategies. (1) Compared with traditional teaching, mobile teaching could significantly improve students’ external goal orientation. In addition, mobile teaching could significantly im-prove inferior students’ test anxiety. (2) Compared with traditional teaching, mobile teaching has no significant difference on students’ learning strategies at the class level. However, mobile teaching could significantly improve average students’ help seeking strategy and inferior students’organization strategy. (3) Mobile teaching with different subjects have significant differences on students’learning motivation and learning strategies.Based on previous research findings and classroom observation, we analyzed and discussed the research findings of this study. Then we put forward several suggestions for promoting mobile teaching: (1) changing teachers’ attitude and belief: building technology enhanced innovation en-vironment; (2) enhancing teachers’ mobile skills: establishing teacher support service system; (3)enhancing teachers’ mobile pedagogical knowledge: implementing students-centered teaching model; (4) promoting teachers’ mobile teaching self-efficacy: providing professional training us-ing hybrid training model; (5) decreasing subject culture clash: designing mobile teaching re-sources for particular subjects and exploring mobile teaching model comformed to the characteris-tics of specific subjects; (6) addressing students’ learning motivation and learning strategies: es-tablishing comprehensive educational evaluation system.
Keywords/Search Tags:mobile devices, k-12 teachers, influential factors, model, students, learning motivation, learning strategies
PDF Full Text Request
Related items