Once they’ve Experienced it, will Pre-Service Teachers be Willing to Apply Online Collaborative Learning?

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI:10.1080/07380569.2020.1834821

Adva Margaliot, D. Gorev

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引用次数: 8

Abstract

Abstract Teachers’ motivation to collaborate depends on their beliefs about its contribution to learning and teaching. This mixed method study applied cognitive orientation (CO) theory to measure 266 pre-service teachers' willingness to engage in online collaborative learning (OCL) after experiencing it. Willingness to engage in OCL was examined via a digital CO questionnaire regarding four types of beliefs: one’s own functionality, one’s experience with OCL, the ideal collaborative functioning of the group, and OCL goals. Next, the correlation between these beliefs was determined. A correlation between at least three beliefs indicated a tendency, which we termed a theme. The themes possibly predicting posterior inclusion of OCL were confidence in functioning, perceived value of the collaborative writing process, and relevance of the task sequence to professional development. This research suggests a method for extracting themes indicating willingness to engage in OCL in order to demonstrate ways to enhance that willingness.

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一旦他们体验过，职前教师会愿意应用在线协作学习吗?

摘要教师合作的动机取决于他们对合作对学习和教学的贡献的信念。这项混合方法研究应用认知取向（CO）理论测量了266名职前教师在经历在线协作学习（OCL）后参与在线协作学习的意愿，以及OCL目标。接下来，确定了这些信念之间的相关性。至少三种信仰之间的相关性表明了一种趋势，我们称之为主题。可能预测OCL后包含的主题是对功能的信心、合作写作过程的感知价值以及任务序列与专业发展的相关性。这项研究提出了一种提取表明参与强迫症意愿的主题的方法，以展示增强这种意愿的方法。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.