Preservice teachers’ mobile learning experience: An exploratory study of iPad-enhanced collaborative learning

Yu Chun Kuo, Yu Tung Kuo

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)111-123
Number of pages13
JournalJournal of Digital Learning in Teacher Education
Volume36
Issue number2
DOIs
StatePublished - Apr 2 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

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