Chinese teachers\u2019 perceptions of an online teacher course and its results

Nan Li,Ruurd Taconis,Perry Den Brok

doi:10.1007/s10984-021-09353-2

Nan Li, Ruurd Taconis + Show 1 more

Open Access

https://doi.org/10.1007/s10984-021-09353-2

Copy DOI

Abstract

We investigated teachers’ perceptions of an online inservice teacher course in China and its outcomes, as well as connections between these two types of perceptions. Data were collected from a sample of 251 teachers following a course on Information and Communication Technology in education using a questionnaire survey and interviews. Teachers were generally satisfied with the setup and content of the course, but considered that interaction during training and motivation were not optimal. A correlation analysis showed that teachers’ perceptions of the course were significantly and positively related to their perceptions of training outcomes. Regression analyses revealed that the connection of training content with teachers’ daily practice contributed most positively to teachers’ perceptions of the training outcomes. Suggestions for optimizing online inservice teacher courses are provided.

Highlights

Teachers’ lifelong learning has become a worldwide necessity, partly because of rapid changes in education such as the use of multi-media facilities in classrooms and digital teaching materials (Choi 2013; Finsterwald et al 2013; Robinson 2008)
With the development of Information and Communication Technology (ICT), online learning environments have been introduced in many countries to provide teachers with wider and more-flexible learning opportunities (Jung 2001)
The present study focused on one online teacher course in China and involved evaluating teachers’ perceptions of the course, their perceptions of the training outcomes, and the correlation between these variables

Summary

Introduction

Teachers’ lifelong learning has become a worldwide necessity, partly because of rapid changes in education such as the use of multi-media facilities in classrooms and digital teaching materials (Choi 2013; Finsterwald et al 2013; Robinson 2008). With the development of Information and Communication Technology (ICT), online learning environments have been introduced in many countries to provide teachers with wider and more-flexible learning opportunities (Jung 2001). Online courses for inservice teachers have obvious advantages in regions that have to deal with training large numbers of teachers and that. Learning Environments Research have an uneven distribution of economic development and training resources, such as flexibility and the ability to deal with large numbers of participants (Jung 2005a).

Objectives

Methods

Results

Conclusion