Teachers' online professional development learning persistence and interaction perception

Teachers' online professional development learning persistence and interaction perception

The purposes of this study were to investigate types of interaction that teachers perceived to be important for professional development online learning and to determine the impact of interaction attributes on teacher persistence. The study concluded that teacher considered all types of interaction...

Ausführliche Beschreibung

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Bibliographische Detailangaben
Hauptverfasser: Luan Feng Chen, Hsieng-Cheng Tseng, Chi-Hui Lin
Format: Tagungsbericht
Sprache:eng
Schlagworte:
Arithmetic
Computer aided instruction
Content based retrieval
Distance learning
Educational institutions
Electronic learning
Libraries
Programming profession
Statistics
System testing
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Beschreibung
Zusammenfassung:The purposes of this study were to investigate types of interaction that teachers perceived to be important for professional development online learning and to determine the impact of interaction attributes on teacher persistence. The study concluded that teacher considered all types of interaction are important for teacher professional development online learning and teachers' perception of content interaction in the online course was correlated to course persistence.
DOI:10.1109/ITRE.2005.1503142