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A Learning Model for Improving In-Service Teachers' Course Completion in MOOCs
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Ma, Ning; Li, Ya-Meng; Guo, Jia-Hui; Laurillard, Diana; Yang, Min – Interactive Learning Environments, 2023
The use of massive open online courses (MOOCs) for teacher professional development (TDP) has increased in the past decades. This study explored the key factors that influenced teachers' online course completion as a significant indicator of their success in a TPD MOOC. Six key influencing factors (self-efficacy, interaction with curriculum…
Descriptors: Inservice Teacher Education, MOOCs, Faculty Development, Pedagogical Content Knowledge
Modeling of Relations between K-12 Teachers' TPACK Levels and Their Technology Integration Self-Efficacy, Technology Literacy Levels, Attitudes toward Technology and Usage Objectives of Social Networks
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Yildiz Durak, Hatice – Interactive Learning Environments, 2021
The present study aims to determine the relation between Technological Pedagogical Content Knowledge (TPACK) levels of teachers and their self-efficacy in integrating technology, their technology literacy and their usage objective of social networks. Structural equation modeling was utilized to create a model explaining and predicting the…
Descriptors: Correlation, Social Networks, Pedagogical Content Knowledge, Technological Literacy
Example-Based Learning: Effects of Different Types of Examples on Student Performance, Cognitive Load and Self-Efficacy in a Statistical Learning Task
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Huang, Xiaoxia – Interactive Learning Environments, 2017
Previous research has indicated the disconnect between example-based research focusing on worked examples (WEs) and that focusing on modeling examples. The purpose of this study was to examine and compare the effect of four different types of examples from the two separate lines of research, including standard WEs, erroneous WEs, expert (masterly)…
Descriptors: Teaching Methods, Problem Solving, Academic Achievement, Cognitive Processes