The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

Rienties, Bart; Brouwer, Nataša; Lygo‐Baker, Simon

doi:10.1016/j.tate.2012.09.002

Cited by 289 publications

(220 citation statements)

References 45 publications

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“…As indicated by previous research (Rienties et al, 2013;Stes et al, 2011), while in educational research amongst students (or even pre-service teachers)…”

Section: Limitationsmentioning

confidence: 70%

“…However, research has shown that providing effective training and practice opportunities with technology for teachers is not straightforward (Alvarez et al, 2009;Ebert-May et al, 2011;Lawless & Pellegrino, 2007;Rienties, Brouwer, & Lygo-Baker, 2013;Stes et al, 2011). Some teachers prefer to learn a new VLE system using an auto-didactic approach: i.e.…”

Section: Training Needs For Technologymentioning

confidence: 99%

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Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

Rienties

Giesbers

Lygo‐Baker

et al. 2014

Interactive Learning Environments

Self Cite

106

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After a decade of Virtual Learning Environments (VLE) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most Technology Acceptance (TAM) research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.

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“…As indicated by previous research (Rienties et al, 2013;Stes et al, 2011), while in educational research amongst students (or even pre-service teachers)…”

Section: Limitationsmentioning

confidence: 70%

Section: Training Needs For Technologymentioning

confidence: 99%

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

Rienties

Giesbers

Lygo‐Baker

et al. 2014

Interactive Learning Environments

Self Cite

106

View full text Add to dashboard Cite

show abstract

“…[1][2][3][4][5][6][7][8][9][10] Technology is being increasingly used in tertiary education, as it is flexible and offers many possibilities to meet the needs of a large number of learners. In nursing education, E-learning is possibly the most important transformation in teaching since the move from hospital training to the higher education sector.…”

Section: Introductionmentioning

confidence: 99%

“…[14] The ability to use Information Communication Technology (ICT) by both learners and teachers has an impact to the integration of e-learning into existing teaching programs. [11] The use of technology in education requires a change in the educator's method of teaching, [15] with the literature indicating the positive impact of effective facilitation in higher education, [1,[16][17][18] particularly that online. [1,2,19] ICT can be defined as the use of hardware and software for the efficient management of information, and refers to the forms of technology that are used to transmit, store, create, share and exchange particular tasks.…”

Section: Introductionmentioning

confidence: 99%

“…[11] The use of technology in education requires a change in the educator's method of teaching, [15] with the literature indicating the positive impact of effective facilitation in higher education, [1,[16][17][18] particularly that online. [1,2,19] ICT can be defined as the use of hardware and software for the efficient management of information, and refers to the forms of technology that are used to transmit, store, create, share and exchange particular tasks. [20] A number of technological tools are used, such as learning management systems, computers and networks, hardware and software, as well as the services associated with them, such as electronic mails and video conferences.…”

Section: Introductionmentioning

confidence: 99%

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Facilitation strategies used in e-learning by nurse educators in Rwanda

Harerimana¹,

Mtshali²

2017

JNEP

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Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

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Metacognition, Self‐Regulation and Writing

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The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

Abstract: Please cite as:Rienties, B., Brouwer, N., Lygo-Baker, S. (2013) .

Cited by 289 publications

References 45 publications

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

Facilitation strategies used in e-learning by nurse educators in Rwanda

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