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Erschienen in:
Blended Learning as Means of Support Within the Elderly People Education Kapitel lesen Erstes Kapitel lesen

2017 | OriginalPaper | Buchkapitel

Interactive Whiteboard-Based Instruction Versus Lecture-Based Instruction: A Study on College Students’ Academic Self-efficacy and Academic Press

verfasst von : Yinghui Shi, Changling Peng, Xue Zhang, Harrison Hao Yang

Erschienen in: Blended Learning. New Challenges and Innovative Practices

Verlag: Springer International Publishing

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Abstract

The purpose of this study was to investigate the effects of interactive whiteboard (IWB)-based instruction on students’ academic self-efficacy and academic press. A quasi-experiment study was conducted using a sample of 103 freshmen from a university in central China. While students in one class employed the IWB-based instructional approach, students in the other class employed the traditional lecture-based instructional approach. Students in both classes studied English for three months. The pre- and post- surveys showed that the students with the IWB-based instructional approach had a higher level of academic self-efficacy and academic press than did the students’ with the lecture-based instruction approach, which indicated that the use of IWB can increase students’ self-efficacy and academic press when cooperated with an appropriate instructional approach.

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Vorheriges Kapitel Using Blended Learning for Collaborative Learning in Herbal Medicine
Nächstes Kapitel Investigation of the ICT Situation in Chinese Primary School: The Role of School Characteristics
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Metadaten
Titel
Interactive Whiteboard-Based Instruction Versus Lecture-Based Instruction: A Study on College Students’ Academic Self-efficacy and Academic Press
verfasst von
Yinghui Shi
Changling Peng
Xue Zhang
Harrison Hao Yang
Copyright-Jahr
2017
Buch
Blended Learning. New Challenges and Innovative Practices

Print ISBN: 978-3-319-59359-3

Electronic ISBN: 978-3-319-59360-9

Copyright-Jahr: 2017

DOI
https://doi.org/10.1007/978-3-319-59360-9_28