Knowledge Management in Blended Learning: Effects on Professional Development in Creativity Instruction

Autor/inn/en	Yeh, Yu-chu; Huang, Ling-yi; Yeh, Yi-ling
Titel	Knowledge Management in Blended Learning: Effects on Professional Development in Creativity Instruction
Quelle	In: Computers & Education, 56 (2011) 1, S.146-156 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.08.011
Schlagwörter	Knowledge Management; Feedback (Response); Creativity; Group Discussion; Peer Evaluation; Observational Learning; Statistical Analysis; Content Analysis; Teaching Methods; Preservice Teacher Education; Preservice Teachers; Self Efficacy; Education Courses; Blended Learning; Instructional Design; College Instruction; Educational Experiments; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Wissensmanagement; Kreativität; Gruppendiskussion; Imitationslernen; Statistische Analyse; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Fortbildungskurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschullehre; Schulversuch; Unterrichtserfolg
Abstract	The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers' professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers' professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success. (Contains 10 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10