TY - JOUR
T1 - Preservice teachers’ mobile learning experience
T2 - An exploratory study of iPad-enhanced collaborative learning
AU - Kuo, Yu Chun
AU - Kuo, Yu Tung
N1 - Publisher Copyright:
© 2020, © 2020 ISTE.
PY - 2020/4/2
Y1 - 2020/4/2
N2 - This study investigated preservice teachers’ perceived learning experience in iPad-enhanced, collaborative learning environments. Three variables, including sense of community, perceived collaborative learning, and iPad self-efficacy, and their correlations with perceived learning experience were examined. The participants were 67 preservice teachers from a northeastern university in the United States. Data were collected using an online survey. The results indicated that there were significantly positive correlations between perceived learning and the sense of community, perceived collaborative learning, and iPad self-efficacy. Sense of community was the stronger predictor of preservice teachers’ perceived learning. iPad self-efficacy was a key factor in preservice teachers’ learning experience in the iPad-enhanced collaborative work. iPad ownership had a potential influence on preservice teachers’ iPad self-efficacy.
AB - This study investigated preservice teachers’ perceived learning experience in iPad-enhanced, collaborative learning environments. Three variables, including sense of community, perceived collaborative learning, and iPad self-efficacy, and their correlations with perceived learning experience were examined. The participants were 67 preservice teachers from a northeastern university in the United States. Data were collected using an online survey. The results indicated that there were significantly positive correlations between perceived learning and the sense of community, perceived collaborative learning, and iPad self-efficacy. Sense of community was the stronger predictor of preservice teachers’ perceived learning. iPad self-efficacy was a key factor in preservice teachers’ learning experience in the iPad-enhanced collaborative work. iPad ownership had a potential influence on preservice teachers’ iPad self-efficacy.
UR - http://www.scopus.com/inward/record.url?scp=85079380784&partnerID=8YFLogxK
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U2 - 10.1080/21532974.2020.1719380
DO - 10.1080/21532974.2020.1719380
M3 - Article
AN - SCOPUS:85079380784
SN - 2153-2974
VL - 36
SP - 111
EP - 123
JO - Journal of Digital Learning in Teacher Education
JF - Journal of Digital Learning in Teacher Education
IS - 2
ER -