You are here:

Will Online Instruction Affect Teachers’ Learning and Attitudes toward Technology Integration?
PROCEEDINGS

, Southern Illinois University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

This experimental study was designed to explore how online instruction in a graduate course affects K-12 teachers' learning performance and attitudes towards technology integration in schools. This study used a pretest-posttest control group design. Nineteen Participants in both the experimental group (online) and control group (traditional) were pretested and posttested with the Stages of Concerns (SoC) Questionnaire. Due to the unbalanced participants in the experimental and control groups, the nonparametric statistic procedure was used to examine the differences between two groups. The Mann-Whitney U test indicated that significant difference only existed in stage 2-personal stage in both raw score and percentile score between the online and traditional sections (Z = -2.32, p =. 02). That is, online instruction significantly promoted online learner's concern only in stage 2-personal stage. No significant difference was found in other stages in SoC questionnaire or in students' final grades between two groups. Implications for K-12 teacher education were proposed.

Citation

Liu, Y. (2005). Will Online Instruction Affect Teachers’ Learning and Attitudes toward Technology Integration?. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2296-2299). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from .

Keywords

References

View References & Citations Map
  1. Atkins, N.E., & Vasu, E.S. (2000). Measuring knowledge of technology usage and stages of concern about computing: a study of middle school teachers. Journal of Technology and Teacher Education, 8 (4), 279-302.
  2. CEO Forum (2000). The CEO forum: School technology and readiness report [Online]. DC: CEO Forum. Available: http://www.ceoforum.org/. Clark, R.E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445-459.
  3. Clark, R.E. (1994). Media will never influence learning. Educational Technology, Research and Development, 42(2), 21-29.
  4. Ertmer, P.A., Bai, H., Dong, C., Khalil, M., Park, S.H., & Wang, L. (2002). Online professional development: building administrators' capacity for technology leadership. Journal of Computing in teacher Education, 19(1), 5-11.
  5. Gbomita, V. (1997). The adoption of microcomputers for instruction: Implications for emerging instructional media implementation. British Journal of Educational Technology, 28(2), 87-101.
  6. Hall, G.E., George, A.A., & Rutherford, W.L. (1977). Measuring stages of concern about the innovation: A manual for use of the SoC questionnaire. Austin, TX: Southwest Educational Development Laboratory (SEDL).
  7. Johnson, M. (2002). Introductory biology online: Assessing outcomes of two student populations. Journal of College Science Teaching, 31 (5), 312-317.
  8. Jones, E. (1999). A comparison of all web-based class to a traditional class. (ERIC Document Reproduction Service ED432286). Texas.
  9. Kearsley, G. (2000). Online education: learning and teaching in no cyberspace. Belmont, CA: Wadsworth.
  10. Kozma, R.B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42, 7-19.
  11. Liu, Y. (2003). Improving online interactivity and learning: A constructivist approach. Academic Exchange Quarterly, 7(1), 174-178.
  12. Liu, Y. (2004). Taking educational research online: Developing an online educational research course. Journal of Interactive Instruction Development, 16(1), 12-20.
  13. Liu, Y., Theodore, P., & Lavelle, E. (2004). A preliminary study of the impact of online instruction on teachers’ technology concerns. British Journal of Educational Technology, 35 (3), 1-3. Liu, Lavelle, & Andris (2002). Experimental Effects of Online Instruction on Locus of Control. United States Distance Learning Association Journal, 16(6), Article 002. Retrieved June 27, 2004, from http://www.usdla.org/html/journal/JUN02_Issue/article02.html.
  14. McCollum, K. (1997). A professor divides his class in two to test value of online instruction. Chronicle of Higher Education, 43, 23.
  15. Mills, S.C. (1999). Integrating computer technology in classrooms: teacher concerns when implementing an integrated learning system. KS, US. (ERIC Document Reproduction Service No. ED 432 289).
  16. Norton, P., & Sprague, D. (1998). Teachers teaching teachers: The Belen goals 2000 professional development project. Virginia, US (ERIC Document Reproduction Service No. ED 421109).
  17. Rudden, J.F., & Mallery, A.L. (1996). Effects of Internet instruction and computer experience on preservice teachers' concerns about its place in planning and teaching. U.S.; Pennsylvania. (ERIC Document Reproduction Service No. 409592).
  18. Russell, T.L. (1999). The No Significant Difference Phenomenon, Office of Instructional Telecommunications: North Carolina State University.
  19. Russell, T.L. (2001). The "No Significant Difference Phenomenon". Retrieved June 1, 200 4 from the WorldWide Web: http://teleeducation.nb.ca/nosignificantdifference/. Schulman, A.H., & Sims, R.L. (1999). Learning in an online format vs. An in-class format: An experimental study. T.H.E. Journal, 6.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Pages You've Visited

Abstracts