Item history (nam58, Wed Oct 21 2020 14:33:01 GMT+0100 (GMT Summer Time))

TY - JOUR
TI - Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: A mixed study.
AU - Ata, Rıdvan
AU - Cevik, Mustafa
T2 - Education & Information Technologies
AB - The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]
DA - 2019/03//
PY - 2019
DO - 10.1007/s10639-018-9835-y
DP - EBSCOhost
VL - 24
IS - 2
SP - 1351
EP - 1377
J2 - Education & Information Technologies
SN - 13602357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=135411438&site=ehost-live&scope=site
DB - bri
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-018-9835-y.pdf
KW - COGNITIVE styles
KW - EDUCATIONAL programs
KW - Kolb's learning styles
KW - LEARNING readiness
KW - Mobile learning
KW - MOBILE learning
KW - Pre-service teachers
KW - Structural equation modelling
KW - STUDENT teachers
ER -

TY - JOUR
TI - Exploring Relationships between Kolb's Learning Styles and Mobile Learning Readiness of Pre-Service Teachers: A Mixed Study
AU - Ata, Ridvan
AU - Cevik, Mustafa
T2 - Education and Information Technologies
AB - The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature.
DA - 2019/03//
PY - 2019
DO - 10.1007/s10639-018-9835-y
VL - 24
IS - 2
SP - 1351
EP - 1377
LA - English
SN - 1360-2357, 1360-2357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2228694004?accountid=9851
AN - 2228694004; EJ1209290
DB - Education Collection
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-018-9835-y.pdf
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Exploring+Relationships+between+Kolb%27s+Learning+Styles+and+Mobile+Learning+Readiness+of+Pre-Service+Teachers%3A+A+Mixed+Study&author=Ata%2C+Ridvan%3BCevik%2C+Mustafa&volume=24&issue=2&spage=1351&date=2019&rft.btitle=&rft.jtitle=Education+and+Information+Technologies&issn=1360-2357&isbn=&sid=ProQ%3Aeric_EJ1209290
KW - Higher Education
KW - Foreign Countries
KW - Handheld Devices
KW - Gender Differences
KW - Mothers
KW - Telecommunications
KW - Structural Equation Models
KW - Turkey
KW - Self Efficacy
KW - Student Attitudes
KW - Teacher Education Programs
KW - Income
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Attainment
KW - Measures (Individuals)
KW - Postsecondary Education
KW - Undergraduate Students
KW - Positive Attitudes
KW - Cognitive Style
KW - Content Analysis
KW - Learning Readiness
KW - Preservice Teachers
KW - Independent Study
KW - Learning Style Inventory
ER -

TY - JOUR
TI - Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: A mixed study
AU - Ata, Rıdvan
AU - Cevik, Mustafa
T2 - Education and Information Technologies
AB - The aim of this research is to reveal relations between Kolb’s learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers’ perspectives on mobile learning depending on their learning styles. The “Learning Styles Inventory - Version III” as well as the “Mobile Learning Readiness Scale” were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature.
DA - 2019/03//
PY - 2019
DO - 10.1007/s10639-018-9835-y
VL - 24
IS - 2
SP - 1351
EP - 1377
LA - English
SN - 13602357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2136318834?accountid=9851
AN - 2136318834
DB - Education Collection
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-018-9835-y.pdf
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Exploring+relationships+between+Kolb%26rsquo%3Bs+learning+styles+and+mobile+learning+readiness+of+pre-service+teachers%3A+A+mixed+study&author=Ata%2C+R%C4%B1dvan%3BCevik%2C+Mustafa&volume=24&issue=2&spage=1351&date=2019&rft.btitle=&rft.jtitle=Education+and+Information+Technologies&issn=1360-2357&isbn=&sid=ProQ%3Aeducation_
KW - Pre-service teachers
KW - Mobile learning
KW - Computers--Information Science And Information Theory
KW - Independent study
KW - Cognitive style
KW - Structural equation modelling
KW - Kolb’s learning styles
ER -

TY - JOUR
TI - Exploring Relationships between Kolb's Learning Styles and Mobile Learning Readiness of Pre-Service Teachers: A Mixed Study
AU - Ata, Ridvan
AU - Cevik, Mustafa
T2 - Education and Information Technologies
AB - The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature.
DA - 2019/03//
PY - 2019
DO - 10.1007/s10639-018-9835-y
VL - 24
IS - 2
SP - 1351
EP - 1377
LA - English
SN - 1360-2357, 1360-2357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2228694004?accountid=9851
AN - 2228694004; EJ1209290
DB - Education Collection
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-018-9835-y.pdf
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Exploring+Relationships+between+Kolb%27s+Learning+Styles+and+Mobile+Learning+Readiness+of+Pre-Service+Teachers%3A+A+Mixed+Study&author=Ata%2C+Ridvan%3BCevik%2C+Mustafa&volume=24&issue=2&spage=1351&date=2019&rft.btitle=&rft.jtitle=Education+and+Information+Technologies&issn=1360-2357&isbn=&sid=ProQ%3Aeric_EJ1209290
KW - Higher Education
KW - Foreign Countries
KW - Handheld Devices
KW - Gender Differences
KW - Mothers
KW - Telecommunications
KW - Structural Equation Models
KW - Turkey
KW - Self Efficacy
KW - Student Attitudes
KW - Teacher Education Programs
KW - Income
KW - ERIC, Current Index to Journals in Education (CIJE)
KW - Educational Attainment
KW - Measures (Individuals)
KW - Postsecondary Education
KW - Undergraduate Students
KW - Positive Attitudes
KW - Cognitive Style
KW - Content Analysis
KW - Learning Readiness
KW - Preservice Teachers
KW - Independent Study
KW - Learning Style Inventory
ER -

TY - JOUR
TI - Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: A mixed study
AU - Ata, Rıdvan
AU - Cevik, Mustafa
T2 - Education and Information Technologies
AB - The aim of this research is to reveal relations between Kolb’s learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers’ perspectives on mobile learning depending on their learning styles. The “Learning Styles Inventory - Version III” as well as the “Mobile Learning Readiness Scale” were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature.
DA - 2019/03//
PY - 2019
DO - 10.1007/s10639-018-9835-y
VL - 24
IS - 2
SP - 1351
EP - 1377
LA - English
SN - 13602357
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2136318834?accountid=9851
AN - 2136318834
DB - Education Collection
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-018-9835-y.pdf
L2 - https://cambridge-primo.hosted.exlibrisgroup.com/openurl/44CAM/44CAM_services_page?genre=article&atitle=Exploring+relationships+between+Kolb%26rsquo%3Bs+learning+styles+and+mobile+learning+readiness+of+pre-service+teachers%3A+A+mixed+study&author=Ata%2C+R%C4%B1dvan%3BCevik%2C+Mustafa&volume=24&issue=2&spage=1351&date=2019&rft.btitle=&rft.jtitle=Education+and+Information+Technologies&issn=1360-2357&isbn=&sid=ProQ%3Aeducation_
KW - Pre-service teachers
KW - Mobile learning
KW - Computers--Information Science And Information Theory
KW - Independent study
KW - Cognitive style
KW - Structural equation modelling
KW - Kolb’s learning styles
ER -

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