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

Rienties, Bart; Brouwer, Natasa and Lygo-Baker, Simon (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29 pp. 122–131.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.tate.2012.09.002
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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.

Item Type: Journal Item
Copyright Holders: 2012 Elsevier Ltd.
ISSN: 0742-051X
Keywords: teacher beliefs and intentions towards learning; teacher education; preepost test; TPACK; impact; higher education; quantitative
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 39488
Depositing User: Bart Rienties
Date Deposited: 11 Feb 2014 16:19
Last Modified: 07 Feb 2017 18:04
URI: http://oro.open.ac.uk/id/eprint/39488
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