调查影响采用混合学习为教师专业发展的动机因素
Nisar Ahmed Dahri1, Noraffandy Yahaya1, Waleed Mugahed Al-Rahmi1
1Faculty of Social Sciences and Humanities, School of Education, University Technology Malaysia, Malaysia.
Heliyon
|August 15, 2024
概括
在教师培训中采用混合学习 (BL) 是由内在和外在的动机驱动的,这些因素影响了65%的采用. 质量和环境并不是重要的激励因素.
科学领域:
- 教育技术的教育技术
- 教师专业发展教师专业发展
- 学习科学 学习科学
背景情况:
- 混合学习 (BL),结合在线和面对面的教学,提供了改善教育成果和克服传统教学局限性的潜力.
- 在巴基斯坦,BL为教师获得高质量的专业发展所面临的挑战提供了可行的解决方案.
- 现有的关于将BL纳入教师培训的研究是有限的,没有现有的模型详细说明其采用的动机因素.
研究的目的:
- 确定影响巴基斯坦学校教师对采用混合学习在教师培训计划的看法和意图的激励因素.
- 开发和测试基于已识别的激励因素的因果关系的激励模型.
- 检查在教师培训背景下各种激励因素对BL采用的影响.
主要方法:
- 一项量化研究调查了来自巴基斯坦教师培训机构的350名教师.
- 使用智能PLS 4.0的结构方程建模 (SEM) 用于数据分析.
- 这项研究利用了BL文献中确定的激励因素来构建激励模型.
主要成果:
- 外在和内在的动机因素都显著影响了教师采用BL进行培训的动机.
- "整体培训质量"和"教育环境"等因素并没有显著影响BL的采用.
- 外在和内在的激励因素的组合占BL采用差异的65%.
结论:
- 内在和外在的动机是教师培训中混合学习采用的关键驱动因素.
- 教育领导者和课程设计者应该专注于将这些核心动机元素整合到专业发展计划中.
- 这些发现为增强混合学习环境的教师专业发展提供了实际见解.
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