Teachers' attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning

Chia Pin Kao; Chin Chung Tsai

doi:10.1016/j.compedu.2008.12.019

Teachers' attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning

Chia Pin Kao, Chin Chung Tsai

Program of Learning Sciences

Research output: Contribution to journal › Article › peer-review

76 Citations (Scopus)

Abstract

This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy (ISS), beliefs about web-based learning (BWL), and attitudes toward web-based professional development (AWPD) revealed high reliability. In this study, the results supported that teachers' Internet self-efficacy and beliefs about web-based learning were important predictors of their attitudes toward web-based professional development. The belief for the positive consequences of web-based learning is very important for the favorable attitudes toward web-based professional development.

Original language	English
Pages (from-to)	66-73
Number of pages	8
Journal	Computers and Education
Volume	53
Issue number	1
DOIs	https://doi.org/10.1016/j.compedu.2008.12.019
Publication status	Published - 2009 Aug 1

Keywords

Adult learning
Improving classroom teaching
Lifelong learning

ASJC Scopus subject areas

Computer Science(all)
Education

Access to Document

10.1016/j.compedu.2008.12.019

Fingerprint Dive into the research topics of 'Teachers' attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning'. Together they form a unique fingerprint.

Cite this

@article{77f7a8f14eff45f1875cd00816c74170,

title = "Teachers' attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning",

abstract = "This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy (ISS), beliefs about web-based learning (BWL), and attitudes toward web-based professional development (AWPD) revealed high reliability. In this study, the results supported that teachers' Internet self-efficacy and beliefs about web-based learning were important predictors of their attitudes toward web-based professional development. The belief for the positive consequences of web-based learning is very important for the favorable attitudes toward web-based professional development.",

keywords = "Adult learning, Improving classroom teaching, Lifelong learning",

author = "Kao, {Chia Pin} and Tsai, {Chin Chung}",

year = "2009",

month = aug,

day = "1",

doi = "10.1016/j.compedu.2008.12.019",

language = "English",

volume = "53",

pages = "66--73",

journal = "Computers and Education",

issn = "0360-1315",

publisher = "Elsevier Limited",

number = "1",

}

TY - JOUR

T1 - Teachers' attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning

AU - Kao, Chia Pin

AU - Tsai, Chin Chung

PY - 2009/8/1

Y1 - 2009/8/1

N2 - This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy (ISS), beliefs about web-based learning (BWL), and attitudes toward web-based professional development (AWPD) revealed high reliability. In this study, the results supported that teachers' Internet self-efficacy and beliefs about web-based learning were important predictors of their attitudes toward web-based professional development. The belief for the positive consequences of web-based learning is very important for the favorable attitudes toward web-based professional development.

AB - This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy (ISS), beliefs about web-based learning (BWL), and attitudes toward web-based professional development (AWPD) revealed high reliability. In this study, the results supported that teachers' Internet self-efficacy and beliefs about web-based learning were important predictors of their attitudes toward web-based professional development. The belief for the positive consequences of web-based learning is very important for the favorable attitudes toward web-based professional development.

KW - Adult learning

KW - Improving classroom teaching

KW - Lifelong learning

UR - http://www.scopus.com/inward/record.url?scp=64649106422&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=64649106422&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2008.12.019

DO - 10.1016/j.compedu.2008.12.019

M3 - Article

AN - SCOPUS:64649106422

VL - 53

SP - 66

EP - 73

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

IS - 1

ER -