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

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题名:	A review of features of technology-supported learning environments based on participants' perceptions
作者:	吳穎沺;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
贡献者:	資訊電機學院網路學習科技研究所
关键词:	Instructional design;Participant perception;Review;Technology-supported learning environment
日期:	2015-07-14
上传时间:	2026-04-23 14:01:15 (UTC+8)
出版者:	Elsevier Ltd.;Elsevier Ltd
摘要:	摘要： •We review studies measuring people’s perceptions of technology learning environments.•A framework conceptualizing technology learning environments (TSLEs) is proposed.•It includes six dimensions: technical, content, cognitive, metacognitive, social, & affective.•The studies considered more the technical, cognitive and social dimensions.•The results provide insights into an overview of the instruments used for TSLEs. 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. 出版者： Elsevier Ltd 出版日期： 2015-12-01 出處： Computers in Human Behavior, 2015-12, Vol.53, p.223-237 資源來源： Elsevier ScienceDirect Journals Complete - Autoholdings 版權： 2015 Elsevier Ltd 識別號： ISSN: 0747-5632 識別號： EISSN: 1873-7692 識別號： DOI: 10.1016/j.chb.2015.06.042
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