A review of features of technology-supported learning environments based on participants' perceptions

Hsin Yi Chang, Chia Yu Wang, Min Hsien Lee, Hsin Kai Wu, Jyh Chong Liang, Silvia W.Y. Lee, Guo Li Chiou, Hao Chang Lo, Jing Wen Lin, Chung Yuan Hsu, Ying Tien Wu, Sufen Chen, Fu Kwun Hwang, Chin Chung Tsai

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

Abstract In this study we reviewed 22 studies on developing instruments that measure teachers', students' and adult students' perceptions of learning environments enhanced by a certain type of technology. We conducted a review of all the instruments to propose a new framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments. This framework was also confirmed with the literature on learning theories. The framework consists of six dimensions: technical, content, cognitive, metacognitive, social, and affective. We found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions. Moreover, usability in the technical dimension, relevance in the content dimension, inquiry learning in the cognitive dimension, student autonomy in the metacognitive dimension, and teacher support in the social dimension are the salient features most often investigated in TSLEs. The results provide insights into an overview of the instruments used for TSLEs, implications for the instructional design of TSLEs, and trends in the current and future research on perceptions of TSLEs.

Original languageEnglish
Article number3552
Pages (from-to)223-237
Number of pages15
JournalComputers in Human Behavior
Volume53
DOIs
Publication statusPublished - 2015 Jul 14

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Learning
Technology
Students
Educational Technology
Learning Environment
Research Design
Instructional Design
Affective

All Science Journal Classification (ASJC) codes

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)

Cite this

Chang, Hsin Yi ; Wang, Chia Yu ; Lee, Min Hsien ; Wu, Hsin Kai ; Liang, Jyh Chong ; Lee, Silvia W.Y. ; Chiou, Guo Li ; Lo, Hao Chang ; Lin, Jing Wen ; Hsu, Chung Yuan ; Wu, Ying Tien ; Chen, Sufen ; Hwang, Fu Kwun ; Tsai, Chin Chung. / A review of features of technology-supported learning environments based on participants' perceptions. In: Computers in Human Behavior. 2015 ; Vol. 53. pp. 223-237.
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author = "Chang, {Hsin Yi} and Wang, {Chia Yu} and Lee, {Min Hsien} and Wu, {Hsin Kai} and Liang, {Jyh Chong} and Lee, {Silvia W.Y.} and Chiou, {Guo Li} and Lo, {Hao Chang} and Lin, {Jing Wen} and Hsu, {Chung Yuan} and Wu, {Ying Tien} and Sufen Chen and Hwang, {Fu Kwun} and Tsai, {Chin Chung}",
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Chang, HY, Wang, CY, Lee, MH, Wu, HK, Liang, JC, Lee, SWY, Chiou, GL, Lo, HC, Lin, JW, Hsu, CY, Wu, YT, Chen, S, Hwang, FK & Tsai, CC 2015, 'A review of features of technology-supported learning environments based on participants' perceptions', Computers in Human Behavior, vol. 53, 3552, pp. 223-237. https://doi.org/10.1016/j.chb.2015.06.042

A review of features of technology-supported learning environments based on participants' perceptions. / Chang, Hsin Yi; Wang, Chia Yu; Lee, Min Hsien; Wu, Hsin Kai; Liang, Jyh Chong; Lee, Silvia W.Y.; Chiou, Guo Li; Lo, Hao Chang; Lin, Jing Wen; Hsu, Chung Yuan; Wu, Ying Tien; Chen, Sufen; Hwang, Fu Kwun; Tsai, Chin Chung.

In: Computers in Human Behavior, Vol. 53, 3552, 14.07.2015, p. 223-237.

Research output: Contribution to journalArticle

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AU - Wang, Chia Yu

AU - Lee, Min Hsien

AU - Wu, Hsin Kai

AU - Liang, Jyh Chong

AU - Lee, Silvia W.Y.

AU - Chiou, Guo Li

AU - Lo, Hao Chang

AU - Lin, Jing Wen

AU - Hsu, Chung Yuan

AU - Wu, Ying Tien

AU - Chen, Sufen

AU - Hwang, Fu Kwun

AU - Tsai, Chin Chung

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N2 - Abstract In this study we reviewed 22 studies on developing instruments that measure teachers', students' and adult students' perceptions of learning environments enhanced by a certain type of technology. We conducted a review of all the instruments to propose a new framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments. This framework was also confirmed with the literature on learning theories. The framework consists of six dimensions: technical, content, cognitive, metacognitive, social, and affective. We found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions. Moreover, usability in the technical dimension, relevance in the content dimension, inquiry learning in the cognitive dimension, student autonomy in the metacognitive dimension, and teacher support in the social dimension are the salient features most often investigated in TSLEs. The results provide insights into an overview of the instruments used for TSLEs, implications for the instructional design of TSLEs, and trends in the current and future research on perceptions of TSLEs.

AB - Abstract In this study we reviewed 22 studies on developing instruments that measure teachers', students' and adult students' perceptions of learning environments enhanced by a certain type of technology. We conducted a review of all the instruments to propose a new framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments. This framework was also confirmed with the literature on learning theories. The framework consists of six dimensions: technical, content, cognitive, metacognitive, social, and affective. We found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions. Moreover, usability in the technical dimension, relevance in the content dimension, inquiry learning in the cognitive dimension, student autonomy in the metacognitive dimension, and teacher support in the social dimension are the salient features most often investigated in TSLEs. The results provide insights into an overview of the instruments used for TSLEs, implications for the instructional design of TSLEs, and trends in the current and future research on perceptions of TSLEs.

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