期刊名称：Issues in Informing Science and Information Technology
印刷版ISSN：1547-5840
电子版ISSN：1547-5867
出版年度：2011
卷号：8
出版社：Informing Science Institute
摘要：The study presented in this paper explores three critical dimensions of technology-mediated learning. Identifying the dimensions entails important issues which are of great relevance to the way educators teach OR/MIS courses today. The primary question is “how do important factors contribute to the success/failure of two variations of technology-mediated learning?” In order to answer this question, constructs that measure students’ perceptions are identified and measured in order to understand the learning experience of students using the different technologies. In this study, we explored technology mediated learning dimensions of students’ attitudes, affects, and motivations. Data was collected from students in two classes where one used a web-based learn-ing tool, while the other used clickers and peer instruction. 105 and 174 students completed the questionnaire for the web-based tool and clicker and peer instruction, respectively. An explora-tory factor analysis was used and items relevant to the two different contexts were identified. Constructs’ properties were found to be different between the two contexts.
