教师使用开放教育资源的非正式学习特征与创新工作行为的关系

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
H. M. Al-Awidi, S. Al-Furaih
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引用次数: 2

摘要

非正式学习是支持学习过程的有效和激励策略。由于2019冠状病毒病(COVID-19)大流行,非正式学习最近受到越来越多的关注。然而,如何有效地利用开放教育资源(OER)来促进创新的教与学是一个至关重要的问题。本研究旨在探讨教师在使用OER过程中的非正式学习特征(ILC),即观察、模仿、探索、创新和表达,以及这些特征是否与教师在学校中的创新工作行为(IWB,即机会探索、想法产生、想法促进和想法实现)有关系。设计/方法/方法本研究采用描述性定量调查方法。本研究编制了开放式教育资源量表(OERS)、教师非正式学习特征量表(TILCS)和教师创新工作行为量表(TIWBS)。这些信息是通过在线调查从在科威特公立学校工作的2024名教师中收集的。调查结果显示,社交媒体、YouTube、PowerPoint和游戏是教师最常用的开放资源。教师对TILCS的反应显示,教师中最常见的是观察,其次是探索。对TIWBS的回应显示,创意产生是最高的。在使用OER时,结果表明TILCS的所有五个分量表和TIWBS的所有四个分量表都有很好的联系。研究局限性/启示本研究有几个局限性,应在未来的研究中加以考虑。第一,数据收集方法为自我报告。未来的研究需要采用定性的方法,如参与者观察,这样就可以监测和记录IWB。另一个限制是,几乎所有的老师都有可以上网的智能手机,这可能会影响结果。这种情况在其他国家可能不会出现,因为科威特有很大比例的年轻人使用信息和通信技术,就像其他海湾区域国家的情况一样。实践意义本研究期望这种支持能反映在教师的IWB上,加速教师向更高的IWB任务移动,如理念促进和理念实现。这种支持将激励教师将教师的创新思想转化为有用的应用,并通过举办讲习班或邀请知名教育工作者向学校人员介绍他们的经验,努力帮助教师的同事。社会启示本研究结合性学理论的假设,可为教师培养独立自主、自我导向、问题解决导向和内在激励提供指导。此外,本研究指出教师使用OER的高度倾向,并有助于规划教师的专业发展计划,除了发展教师的终身学习技能外,还应考虑教师的教学倾向。结果表明,教师对OER具有明显的ILC,特别是通过观察和探索在工作环境中创造自己的创新。在适当的内外激励和学校管理者的支持下,本研究期望教师能够向创新和表达等高级非正式学习阶段迈进,并向IWB中的高级任务(如思想促进和思想实现)迈进。因此,如果加入新的与oer相关的应用程序和研讨会,作为工作场所的学校可能会经历许多变化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers' informal learning characteristics in using open educational resources in relation to their innovative work behavior
PurposeInformal learning is an effective and motivating strategy to support the learning process. Informal learning has received increased attention recently due to the coronavirus disease 2019 (COVID-19) pandemic. However, finding effective ways to facilitate innovative teaching and learning through open educational resources (OER) is a vital issue. The purpose of the current study is to investigate the informal learning characteristics (ILC) (i.e. observation, imitation, exploration, innovation and articulation) of teachers in using OER and whether these characteristics have any relationship with teachers' innovative work behavior (IWB, i.e. opportunity exploration, idea generation, idea promotion and idea realization) in schools.Design/methodology/approachThe current study utilized a descriptive quantitative survey approach. A survey with three parts was developed: the Open Educational Resources Scale (OERS), the Teachers' Informal Learning Characteristics Scale (TILCS) and the Teachers' Innovative Work Behavior Scale (TIWBS). The information was gathered from a sample of 2,024 teachers working in Kuwait's public schools through an online survey.FindingsThe results revealed that social media, YouTube, PowerPoint and games were the most common open resources used by teachers. Teachers' responses on the TILCS showed that observation was the most common among teachers and exploration was the second. Responses on the TIWBS showed that idea generation was the highest. When using OER, the results showed that all five subscales of the TILCS and all four subscales of the TIWBS were linked in a good way.Research limitations/implicationsThis study had several limitations that should be considered in future research. First, the data collection method was self-report. Future research necessitates adopting qualitative methods such as participant observations where IWB can be monitored and documented. Another limitation is almost all teachers have smartphone with Internet access, which may have affected the results. This situation might not be found in other countries since a large percentage of young people in Kuwait use information and communication technology as is the case in other Gulf region countries.Practical implicationsThis study expects that this kind of support will be reflected on teachers' IWB which accelerates teachers' movement toward upper IWB tasks such as idea promotion and idea realization. This support will motivate teachers to transform teachers' innovative ideas into useful applications and try to assist teachers' colleagues through conducting workshops or inviting well-known educators to present their experiences to school personnel.Social implicationsThis study can be a guide to help teachers be independent, self-directed, problem-solving-oriented and internally motivated by incorporating the assumptions of andragogy theory. Furthermore, this study points out the high tendency of teachers to use OER and helps to plan teachers' professional development programs that take Andragogical tendencies into account in addition to developing teachers' lifelong learning skills.Originality/valueThe results implied that teachers have obvious ILC toward OER, specifically through observation and exploration to create their own innovations in their work environments. With the appropriate internal and external incentives and support from school administrators, this study expects that teachers will move forward toward upper informal learning stages such as innovation and articulation and toward upper tasks in IWB such as idea promotion and idea realization. As a result, schools as places of work can go through a lot of changes if new OER-related applications and workshops are added.
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来源期刊
International Journal of Information and Learning Technology
International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.10
自引率
3.30%
发文量
33
期刊介绍: International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.
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