Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning

Kao, Chia‐Pin; Wu, Ying Tien; Tsai, Chin Chung

doi:10.1016/j.tate.2010.09.010

Cited by 94 publications

(78 citation statements)

References 51 publications

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“…Workshops were held from the onset and, considering the results obtained by Kao, Wu and Tsai (2011), we aimed to boost motivation and stronger beliefs in the benefits of using the virtual learning community in the users' learning processes. The university teachers also set up a tutoring process to allow the students' time to be spent mainly on new learning (Hepburn, 2005).…”

Section: The Aulaciencia Virtual Learning Communitymentioning

confidence: 99%

Training Teachers with a Virtual Learning Community: Connecting Peers with an International Dimension

Fernández

Jiménez

Franco

2016

PED

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Abstract.Here we present research into the use of a virtual learning community in formal teacher training to determine the associated pedagogical benefits. The community was used by 876 teacher candidates, graduate teachers and university teachers from Spain, Chile and Belgium. Using it resulted in benefits relating to the transfer of knowledge and pedagogical experiences, cooperative and collaborative work, teacher coordination and contextual diversity, and it has been highly valued by the participants.

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Section: The Aulaciencia Virtual Learning Communitymentioning

confidence: 99%

Training Teachers with a Virtual Learning Community: Connecting Peers with an International Dimension

Fernández

Jiménez

Franco

2016

PED

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“…Successful programs begin with a repertoire of pedagogical knowledge, pedagogical content knowledge, and research-based instructional practices. This repertoire of information can be delivered to practicing elementary teachers through various professional development opportunities (Cervetti, Kulikowich, Drummond, & Billman, 2012;Desimone, 2009;Kao, Wu, & Tsai, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Online learning opportunities have also been shown to have positive effects on and even change teachers' pedagogical and content knowledge, classroom practice, and student outcomes (Weschke & Barclay, 2011). As elementary teachers increasingly turn to the Internet for their professional learning (Charalambousa & Ioannou, 2011;Kao et al, 2011), it is essential to examine how they use and learn from online resources and professional development websites.…”

Section: Introductionmentioning

confidence: 99%

“…Most studies that have examined online teacher learning have gathered data through surveys, questionnaires, and interviews (Duncan-Howell, 2010;Hur & Brush, 2009;Kao et al, 2011). These methods offer information about teachers' attitudes towards online professional learning; however, data generated from these methods is limited to participants' recollection of past events.…”

Section: Introductionmentioning

confidence: 99%

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Understanding Teachers’ Cognitive Processes during Online Professional Learning: A Methodological Comparison

Beach

Willows

2017

OLJ

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This study examined the effectiveness of three types of think aloud methods for understanding elementary teachers' cognitive processes as they used a professional development website. A methodology combining a retrospective think aloud procedure with screen capture technology (referred to as the virtual revisit) was compared with concurrent and retrospective think aloud procedures. Elementary teachers from a large metropolitan area were assigned to one of the three think aloud conditions (N = 45). Participants in the concurrent condition verbalized their thoughts while simultaneously navigating a professional development website for 20 minutes. Participants in the retrospective condition verbalized their thoughts following their 20-minute website navigation without any aids. Finally, participants in the virtual revisit condition verbalized their thoughts while viewing a screen recording of their website navigation. Think aloud protocols were analyzed to determine the frequency of cognitive processes verbalized by participants in each condition. The findings of this study indicated significant differences in the types of verbalizations produced by participants across the three think aloud conditions. In addition, findings reveal benefits and limitations of employing each type of think aloud method in the context of a professional development website.

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“…These include, Braten and Stromso (2006), Chuang and Tsai (2005), González-Gómez et al (2012), Hung et al (2010), Jesus et al (2014), Kao et al (2011), Kerr et al (2006), Lee and Tsai (2011), Maor and Fraser (2005), and Won et al (2015). These authors investigated the perceptions of students and teachers regarding multimedia programs, interactive games, internet-based learning environments, and social media technologies, among others.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions about a multimedia learning laboratory: an experience in teaching biology classes

Cruz

Bittencourt²,

Neto

et al. 2017

RENOTE

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This research aimed to assess students' perceptions regarding a multimedia learning laboratory, after experiencing biology classes that used a different teaching approach. The survey involved 159 students between 15 and 17 years old. The methodology combined quantitative and qualitative approaches and obtained results by using a questionnaire and by conducting interviews, respectively. Results indicate that students have good perceptions about the laboratory. They consider it as relevant, authentic, challenging, and useful, with fun and easy-to-use resources. They also point out that it provides opportunities for reflection about their own learning.

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Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning

Cited by 94 publications

References 51 publications

Training Teachers with a Virtual Learning Community: Connecting Peers with an International Dimension

Training Teachers with a Virtual Learning Community: Connecting Peers with an International Dimension

Understanding Teachers’ Cognitive Processes during Online Professional Learning: A Methodological Comparison

Students’ perceptions about a multimedia learning laboratory: an experience in teaching biology classes

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