{"title":"教师在线学习准备评估的验证","authors":"Min-Ling Hung","doi":"10.1109/ICALT.2015.28","DOIUrl":null,"url":null,"abstract":"The purpose of this research is to examine elementary and middle school teachers' readiness as online learners by developing the Teacher Readiness for Online Learning Measure (TROLM). This paper draws on the two semesters of 2012 from an online course on Internet literacy and ethics for practicing teachers. Results of exploratory factory analysis support an 18-item scale comprising four factors: communication self-efficacy, institutional support, self-directed learning, and learning-transfer self-efficacy.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Validation of the Teacher Readiness for Online Learning Measure\",\"authors\":\"Min-Ling Hung\",\"doi\":\"10.1109/ICALT.2015.28\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this research is to examine elementary and middle school teachers' readiness as online learners by developing the Teacher Readiness for Online Learning Measure (TROLM). This paper draws on the two semesters of 2012 from an online course on Internet literacy and ethics for practicing teachers. Results of exploratory factory analysis support an 18-item scale comprising four factors: communication self-efficacy, institutional support, self-directed learning, and learning-transfer self-efficacy.\",\"PeriodicalId\":170914,\"journal\":{\"name\":\"2015 IEEE 15th International Conference on Advanced Learning Technologies\",\"volume\":\"18 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-07-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2015 IEEE 15th International Conference on Advanced Learning Technologies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ICALT.2015.28\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2015 IEEE 15th International Conference on Advanced Learning Technologies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ICALT.2015.28","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Validation of the Teacher Readiness for Online Learning Measure
The purpose of this research is to examine elementary and middle school teachers' readiness as online learners by developing the Teacher Readiness for Online Learning Measure (TROLM). This paper draws on the two semesters of 2012 from an online course on Internet literacy and ethics for practicing teachers. Results of exploratory factory analysis support an 18-item scale comprising four factors: communication self-efficacy, institutional support, self-directed learning, and learning-transfer self-efficacy.
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