Abstract
The purpose of this study was to investigate the effects of smart classroom-based instruction on students’ learning engagement and internet self-efficacy. A quasi-experiment study was conducted using a sample of 96 freshmen from a university in central China. While students in one class employed the smart classroom-based instructional approach, students in the other class employed the traditional one. Students in both classes studied the course of literature texts reading for three months. Students’ pre- and post- surveys showed that the students with the smart classroom-based instructional approach had a significantly higher level of learning engagement and internet self-efficacy than did the students with the traditional one, which indicated that using smart classroom can increase students’ learning engagement and internet self-efficacy when cooperated with an appropriate instructional approach.
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Acknowledgement
The work was supported by the Fundamental Research Funds for the Central Universities of Central China Normal University (CCNU16A05037).
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Shi, Y., Peng, C., Wang, S., Yang, H.H. (2018). The Effects of Smart Classroom-Based Instruction on College Students’ Learning Engagement and Internet Self-efficacy. In: Cheung, S., Kwok, Lf., Kubota, K., Lee, LK., Tokito, J. (eds) Blended Learning. Enhancing Learning Success. ICBL 2018. Lecture Notes in Computer Science(), vol 10949. Springer, Cham. https://doi.org/10.1007/978-3-319-94505-7_21
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