Typology of teacher perception toward distance education issues – A study of college information department teachers in Taiwan

Tao, Yu-Hui; Yeh, Chu-Chen Rosa

doi:10.1016/j.compedu.2006.03.005

Cited by 35 publications

(28 citation statements)

References 57 publications

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“…Ayrıca bireylerin uzaktan eğitim uygulamaları hakkında yeterli bilgi ve deneyime sahip olmadıkları için uzaktan eğitime yönelik kararsız bir tutuma sahip oldukları (Ateş ve Altun, 2008) ve uzaktan eğitim programlarında gerekli düzenlemeler yapıldığında uzaktan eğitime yönelik algıların olumlu yönde değişeceği çalışmalarda vurgulanmaktadır (Gillian ve Gillian, 2004). Bunların dışında bazı çalışmalarda da bireylerin uzaktan eğitime yönelik olumlu tutum ve görüşlere sahip oldukları ifade edilmektedir (Hannay & Newvine, 2006;Tao & Yeh, 2008;Gürbüz, 2014).…”

Section: Doğan Ve Tatıkunclassified

Determining the Teacher Candidates’ Perceptions on Distance Education by Metaphors

Yılmaz¹,

Güven²

2015

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Özet: Bu çalışmanın amacı öğretmen adaylarının uzaktan eğitime yönelik algılarının metaforlar yoluyla belirlenmesidir. Araştırmanın örneklemini Bayburt Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi ve Sınıf öğretmenliği bölümlerinde okumakta olan 150 öğretmen adayı oluşturmaktadır. Bu öğretmen adaylarından 70'i lisans eğitimleri sırasında uzaktan eğitim yoluyla ders almış olan sınıf öğretmeni adaylarıdır. 80'i ise seçmeli ders olarak uzaktan eğitim isimli teorik dersi almış olan fen bilgisi öğretmeni adaylarıdır. Verilerin toplanması için araştırmaya katılan öğretmen adaylarından "Uzaktan eğitim… gibidir çünkü …" cümlesini tamamlamaları istenmiştir. Araştırmada veriler nitel veri analizi yöntemleri içerisinde yer alan içerik analizi tekniği kullanılarak analiz edilmiştir. Yapılan analizler sonucunda, öğretmen adaylarının uzaktan eğitime yönelik oluşturdukları metaforların ihtiyaca yönelik, çeşitlilik, isteğe bağlılık, gereklilik gibi farklı kategoriler altında toplandığı görülmüştür. Ayrıca bulgular incelendiğinde eş-zamanlı uzaktan eğitim yoluyla ders alan sınıf öğretmeni adaylarının, fen bilgisi öğretmeni adaylarına kıyasla daha olumsuz algılara sahip oldukları tespit edilmiştir. Eş-zamanlı uzaktan eğitim derslerinin 90 dakikalık blok dersler halinde yürütülmesi, öğretmen adaylarının ders dışında öğretmene soru sorma imkânı bulamayışı, derslerde zaman zaman teknik problemlerin yaşanması gibi faktörlerin olumsuz algıya neden olduğu fark edilmiştir. Uzaktan eğitime yönelik olumlu algı geliştirilebilmesi için; kısa süreli, uygulama öncesinde katılımcıların uzaktan eğitim uygulamaları hakkında bilgilendirildiği, öğretmen ve öğrencinin ders dışında da iletişim kurabildiği ve teknik problemlerin en aza indirildiği uzaktan eğitim ortamlarının tasarlanması önerilmektedir.Anahtar Kelimeler: Algı, metafor, öğretmen adayları, uzaktan eğitim Abstract: The aim of this study is to determine teachers candidates' perceptions on 'distance education' via metaphors. The sample consisted of 150 teacher candidates' drawn from departments of science teacher and primary teacher at Faculty of Education in Bayburt University. 70 of the sample are primary teacher candidates that attended courses via distance education in their undergraduate programme. 80 of them are science teacher candidates that took 'distance education' elective course. To collect the data the teacher candidates' were asked to complete this sentence: 'Distance education is like......because....'. Data was analysed by using content analysis technique one of the qualitative data analysis methods. The results indicate that the teacher candidates' metaphors referred to such different issues as need-aimed, variety, arbitrary, requirement. Moreover, when the findings are searched, it was determined that the primary teacher candidates take lesson by means of synchron distance education have more negative perception in contrast with science teacher candidates. It was noticed that some factors such as carrying out the synchron distance lessons as 90 min blocks, ...

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Section: Doğan Ve Tatıkunclassified

Determining the Teacher Candidates’ Perceptions on Distance Education by Metaphors

Yılmaz¹,

Güven²

2015

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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“…Their findings show that a teacher's perception of an instructional practice "strongly predicts the teacher's likelihood of practice" (Wang & Marsh, 2002, p. 181), "is correlated with the teacher's willingness to implement new instructional practice" (Ghaith & Yaghi, 1997, p. 456), and has had positive impact on the performance of his/her instructional practices (Deemer, 2004;Harrison & Watters, 2004;Schulz, 2001;Tao & Yeh, 2008).…”

Section: Perception Of the Practicesmentioning

confidence: 99%

An Investigation on Experienced Teachers’ Knowledge and Perceptions of Instructional Theories and Practices

Liu

Jones

Sadera

2010

Computers in the Schools

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Instructional practices in schools have been constantly changing over the years, and educators' knowledge about these practices is an important factor that influences their effective use. This paper presents an examination of teachers' knowledge and perception of 24 instructional practices commonly used in the field of education, especially in the field of technology-based teaching and learning. Data from 162 experienced teachers who had enrolled in teacher education courses in two universities were collected from 2005 to 2007. Consistent with the literature, findings suggest that teachers with higher degrees and more teaching experience are aware of and understand more about educational practices. A predictive model was developed from this study.

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“…A review of existing investigations published in the literature that compared staff and student perceptions of OLEs revealed several that employed different survey instruments and/or different research methodologies for collecting staff and student responses (Daugherty & Funke, 1998;Gupta, White & Walmsley, 2004;Marek & Sibbald, 2005;Tao, 2008;Tao & Rosa Yeh, 2008;Weaver, Spratt & Sid Nair, 2008), one that was qualitative only in method (Kumar, 2007), and several that were based on comparatively small and/or demographically constrained samples (Daugherty & Funke, 1998;Gupta et al, 2004;Kumar, 2007;McGill & Hobbs, 2008;Shuster, Birkholz & Petri, 2005;Tao, 2008;Tao & Rosa Yeh, 2008;Trinidad, Aldridge & Fraser, 2005). Only two published studies were noted that incorporated comparatively large samples of staff and students (Jones & Jones, 2005;Weaver et al, 2008) -though the latter did not employ the same survey instrument for staff and students.…”

Section: Introductionmentioning

confidence: 99%

Staff and student perceptions of an online learning environment: Difference and development

Palmer

Holt

2009

AJET

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Academic staff play a fundamental role in the use of online learning by students. Yet, compared to studies reporting student perspectives on online learning, studies investigating the perspectives of academic staff are much more limited. Perhaps the least common investigations are those that compare the perceptions of academic staff and students using the same online learning environment (OLE). Much research indicates, at least initially, academic staff most value OLE systems as a mechanism for efficient delivery of learning materials to students. Following the mainstreaming of an OLE at Deakin University in 2004, the data from a large, repeated, representative and quantitative survey were analysed to investigate comparative staff and student evaluations of an OLE, and to explore the evidence for development in the use of an OLE by academic staff. Generally, students were found to give higher importance and satisfaction ratings to elements of the OLE than staff. Students were also more likely than staff to agree that the OLE enhanced their learning. A comparison of the mean ratings recorded for staff in 2004 and 2005 showed that both importance and satisfaction ratings of elements of the OLE were almost universally higher after a year of use of the OLE.

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Typology of teacher perception toward distance education issues – A study of college information department teachers in Taiwan

Cited by 35 publications

References 57 publications

Determining the Teacher Candidates’ Perceptions on Distance Education by Metaphors

Determining the Teacher Candidates’ Perceptions on Distance Education by Metaphors

An Investigation on Experienced Teachers’ Knowledge and Perceptions of Instructional Theories and Practices

Staff and student perceptions of an online learning environment: Difference and development

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