Impact of Online Instruction on Teachers’ Learning and Attitudes toward Technology Integration

dc.creator	Yuliang LIU
dc.date	2005-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:19Z
dc.date.available	2015-07-20T22:13:19Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/d6a40acea6234f56b66f2b12c82a285f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15921
dc.description	Impact of Online Instruction on Teachers’ Learning and Attitudes toward Technology Integration Yuliang LIU, Ph.D. Assistant Professor and Graduate Program DirectorInstructional Design and Learning TechnologiesDepartment of Educational LeadershipSouthern Illinois University Edwardsville, Illinois, USA ABSTRACT This quasi-experimental study was designed to explore the potential impact of online instruction in a graduate course affects K-12 teachers’ attitudes towards technology integration in schools and learning performance in the United States. This study used a nonequivalent control group design. Nineteen participants in both the experimental group (online section) and control group (traditional section) were pretested and posttested with the Stages of Concerns (SoC) Questionnaire in the fall semester of 2003. 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 a significant difference only existed in stage 2-personal stage in both raw score and percentile score between the online and traditional sections. That is, online instruction significantly promoted online learner’s concern only in stage 2-personal stage. No significant differences were found in other six stages of SoC questionnaire between the two groups. In addition, no significant differences were found in students’ final course grades between two groups. Implications for K-12 teacher education were proposed.
dc.language	English
dc.publisher	Anadolu University, Eskisehir, Turkey
dc.relation	http://tojde.anadolu.edu.tr/tojde20/articles/Liu.htm
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 6, Iss 4, Pp 66-74 (2005)
dc.subject	online instruction
dc.subject	quasi-experimental study
dc.subject	learning performance
dc.subject	no significant
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Impact of Online Instruction on Teachers’ Learning and Attitudes toward Technology Integration
dc.type	article