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

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TATE Volume 29, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model and the Teacher Beliefs and Intentions questionnaire using a pre–post test-design. The results amongst 33 participants who completed both pre- and post-test indicate that TPACK skills increased substantially. Over time academics were less convinced about the merits of knowledge transmission. Disciplines and institutional cultures, time investment and beliefs towards employability influenced training retention.

Citation

Rienties, B., Brouwer, N. & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education: An International Journal of Research and Studies, 29(1), 122-131. Elsevier Ltd. Retrieved November 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.09.002

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