Online academic learning beliefs and strategies: a comparison of preservice and in-service early childhood teachers
| Autor: | Chia-Pin Kao, Tsai-Yun Mou |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Early childhood education
Academic learning media_common.quotation_subject 05 social sciences 050301 education Construct validity Survey result Library and Information Sciences Focus group Confirmatory factor analysis Computer Science Applications Service (economics) Mathematics education 0501 psychology and cognitive sciences Early childhood Psychology 0503 education 050104 developmental & child psychology Information Systems media_common |
| Zdroj: | Online Information Review. 45:65-83 |
| ISSN: | 1468-4527 |
| DOI: | 10.1108/oir-08-2019-0274 |
| Popis: | PurposeThis study explored preservice and in-service early childhood teachers' online academic learning beliefs and strategies.Design/methodology/approachTwo hundred preservice and in-service teachers respectively from Taiwan participated in this research. A focus group discussion was carried out concerning the development of the questionnaires. The exploratory and confirmatory factor analysis confirmed good construct validity and reliabilities of the survey.FindingsThe survey results showed that in-service teachers generally held more sophisticated learning beliefs than the preservice teachers in all scales. Also, in-service teachers responded with a higher level of online academic learning strategies than the preservice teachers did. Regarding their online experiences, preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. However, preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. It was found that those in-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.Practical implicationsThe findings of this study could provide insights for the development of online academic learning ability in preschool teacher training programs.Originality/value(1) In-service teachers generally held more sophisticated learning beliefs than the preservice teachers. (2) Preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. (3) Preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. (4) In-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning. |
| Databáze: | OpenAIRE |
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