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Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes
ARTICLE

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Online Learning Journal Volume 21, Number 4, ISSN 2472-5730

Abstract

This study examines Hungarian pre- and inservice teachers\u2019 satisfaction (n=154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with online mentoring. Self-efficacy with technology was identified as a must-be attribute. Online communication was a one-dimensional attribute contributing to linear increase of mentees\u2019 satisfaction, although preservice and inservice teachers\u2019 perceptions about the mentor\u2019s activity in the MIM differed. The results reinforce the importance of online communication during online collaborative mentoring.

Citation

Dorner, H. & Kumar, S. (2017). Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes. Online Learning Journal, 21(4),. Retrieved October 20, 2020 from .

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