You are here

Impact of Online Instruction on Teachers’ Learning And Attitudes toward Technology Integration

Journal Name:

Publication Year:

Abstract (2. Language): 
This quasi-experimental study was designed to explore the potential impact of online instruction in a graduate course affects K-12 teachers’ attitudes towards technology integration in schools and learning performance in the United States. This study used a nonequivalent control group design. Nineteen participants in both the experimental group (online section) and control group (traditional section) were pretested and posttested with the Stages of Concerns (SoC) Questionnaire in the fall semester of 2003. Due to the unbalanced participants in the experimental and control groups, the nonparametric statistic procedure was used to examine the differences between two groups. The Mann-Whitney U test indicated a significant difference only existed in stage 2-personal stage in both raw score and percentile score between the online and traditional sections. That is, online instruction significantly promoted online learner’s concern only in stage 2-personal stage. No significant differences were found in other six stages of SoC questionnaire between the two groups. In addition, no significant differences were found in students’ final course grades between two groups. Implications for K-12 teacher education were proposed.

REFERENCES

References: 

Al-Jarf, A. & Sado, R. (2002). Effect of online learning on struggling ESL college writers. San
Antonio, TX: National Educational Computing Conference Proceedings. (ERIC Document
Reproduction Service No. ED 475 920).
Atkins, N. E., & Vasu, E. S. (2000). Measuring knowledge of technology usage and stages of
concern about computing: a study of middle school teachers. Journal of Technology and
Teacher Education, 8(4), 279-302.
CEO Forum (2000). The CEO forum: School technology and readiness report [Online]. DC:
CEO Forum. Available: http://www.ceoforum.org.
Clark, R.E. (1983). Reconsidering research on learning from media. Review of Educational
Research, 53, 445-459.
Clark, R. E. (1994). Media will never influence learning. Educational Technology, Research
and Development, 42(2), 21-29.
Day, T., Raven, M. R. & Newman, M. E. (1998). The effects of world wide web instruction and
traditional instruction and learning styles on achievement and changes in student attitudes
in a technical writing in an agricommunication course. Journal of Agricultural Education,
39(4), 65-75.
Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th Edition).
New York: Addison-Wesley Educational Publishers, Inc.
Ertmer, P. A., Bai, H., Dong, C., Khalil, M., Park, S. H., & Wang, L. (2002). Online professional
development: Building administrators' capacity for technology leadership. Journal of
Computing in Teacher Education, 19(1), 5-11.
Gagne, M. & Shepherd, M. (2001). Distance learning in accounting. T. H. E. Journal, 29(9),
58-62.
Gbomita, V. (1997). The adoption of microcomputers for instruction: Implications for
emerging instructional media implementation. British Journal of Educational Technology,
28(2), 87-101.
73
Hall, G. E., George, A. A., & Rutherford, W. L. (1977). Measuring stages of concern about the
innovation: A manual for use of the SoC questionnaire. Austin, TX: Southwest Educational
Development Laboratory (SEDL).
Johnson, M. (2002). Introductory biology online: Assessing outcomes of two student
populations. Journal of College Science Teaching, 31(5), 312-317.
Johnson, S. D., Aragon, S. R., Shaik, N., & Palma-Rivas, N. (2000). Comparative analysis of
learner satisfaction and learning outcomes in online and face-to-face learning environments.
Journal of Interactive Learning Research, 11(1), 29-49.
Jones, E. (1999). A comparison of all web-based class to a traditional class. (ERIC Document
Reproduction Service ED432286). Texas.
Kearsley, G. (2000). Online education: learning and teaching in no cyberspace. Belmont, CA:
Wadsworth.
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational
Technology Research and Development, 42, 7-19.
Liu, Y. (2003a). Improving online interactivity and learning: A constructivist approach.
Academic Exchange Quarterly, 7(1), 174-178.
Liu, Y. (2003b). Taking educational research online: Developing an online educational
research course. Journal of Interactive Instruction Development, 16(1), 12-20.
Liu, Y. (under review). Effects of Online Instruction vs. Traditional Instruction on Students’
Learning.
Liu, Y., & Huang, C. (in press for 2005). Concerns of teachers about technology integration in
the United States. European Journal of Teacher Education, 28(1).
Liu, Y., Theodore, P., & Lavelle, E. (2004). A preliminary study of the impact of online
instruction on teachers’ technology concerns. British Journal of Educational Technology,
35(3), 1-3.
Liu, Y., Lavelle, E., Andris, J. (2002). Experimental effects of online instruction on locus of
control. United States Distance Learning Association Journal, 16(6), Article 002. Retrieved
June 27, 2004, from http://www.usdla.org/html/journal/JUN02_Issue/article02.html.
McCollum, K. (1997). A professor divides his class in two to test value of online instruction.
Chronicle of Higher Education, 43, 23.
Mills, S. C. (1999). Integrating computer technology in classrooms: teacher concerns when
implementing an integrated learning system. KS, US. (ERIC Document Reproduction Service
No. ED 432 289).
Navarro, P., & Shoemaker, J. (1999). The power of cyberlearning: An empirical test. Journal
of Computing in Higher Education, 11(1), 33.
Nesler, M. S., Hanner, M. B., Melburg, V., & McGowan, S. (2001). Professional socialization of
baccalaureate nursing students: Can students in distance nursing programs become
socialized? Journal of Nursing Education, 40(7), 293-302.
74
Phipps R. & Merisotis J. (1999). What's the difference? A review of contemporary research
on the effectiveness of distance learning in higher education. Washington, DC, USA: The
Institute for Higher Education Policy.
Rudden, J. F., & Mallery, A. L. (1996). Effects of Internet instruction and computer
experience on preservice teachers' concerns about its place in planning and teaching. U.S.;
Pennsylvania. (ERIC Document Reproduction Service No. 409592).
Russell, T. L. (1999). The No Significant Difference Phenomenon, Office of Instructional
Telecommunications: North Carolina State University.
Ryan, R. C. (2000). Student assessment comparison of lecture and online construction
equipment and methods classes. . T. H. E. Journal, 27(6), 78-83.
Schulman, A. H., & Sims, R. L. (1999). Learning in an online format vs. an in-class format: An
experimental study. T. H. E. Journal, 6.
Snider, S. L.; Gershner, V. T. (1999). Beginning the change process: Teacher stages of
concern and levels of Internet use in curriculum design and delivery in one middle and high.
school setting. TX, US. (ERIC Document Reproduction Service No. ED 432 300).
Wade, W. (1999). Assessment in distance learning: What do students know and how do we
know that they know it? T.H.E. Journal, 27(3), 94-100.
Waits, T., & Lewis L. (2003). Distance education at degree-granting postsecondary
institutions: 2000-2001. U.S. Department of Education. Washington, DC, USA: National
Center for Education Statistics (NCES Pub 2003-017).

Thank you for copying data from http://www.arastirmax.com