Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences

被引：73

作者：

Beach, Pamela ^{[1
]}

机构：

[1] Queens Univ, Fac Educ, 511 Union St, Kingston, ON K7M 5R7, Canada

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 61卷

关键词：

Self-directed learning; Online learning; Teacher cognition; Teacher professional development; PROFESSIONAL-DEVELOPMENT; MEMORY AIDS; COMMUNITIES; CONCURRENT; IMPACT;

D O I：

10.1016/j.tate.2016.10.007

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study involves an in-depth investigation into elementary teachers' self-directed learning in an online environment. A methodology combining a retrospective think aloud with screen recording technology was used to capture cognitive processes from 15 teachers as they used a professional development website. Resulting think aloud protocols and two additional data sources were analyzed using qualitative methods. Three phases of coding led to a theoretical model describing how teachers use and learn from a professional development website. This research offers a comprehensive model of self directed online learning. Furthermore, the findings provide insights into how and why teachers use professional development websites. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：60 / 72

页数：13

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