Motivation and Learning in an Online, Unmoderated, Mathematics Workshop for Teachers

Autor/inn/en	Renninger, K. Ann; Cai, Ming; Lewis, Mark C.; Adams, Margot M.; Ernst, Katherine L.
Titel	Motivation and Learning in an Online, Unmoderated, Mathematics Workshop for Teachers
Quelle	In: Educational Technology Research and Development, 59 (2011) 2, S.229-247 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-011-9195-4
Schlagwörter	Self Efficacy; Student Motivation; Hypermedia; Profiles; Teacher Workshops; Teacher Motivation; Inservice Teacher Education; Predictive Measurement; Mathematics Instruction; Learning Motivation; Teacher Attitudes; Instructional Effectiveness; Predictor Variables; Questionnaires; Web Based Instruction; Instructional Design + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Charakterisierung; Profilanalyse; Lehrerfortbildung; Mathematics lessons; Mathematikunterricht; Motivation for studies; Lernmotivation; Lehrerverhalten; Unterrichtserfolg; Prädiktor; Fragebogen; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	As hypermedia, online teacher professional development (TPD) should ideally support diverse learners to work with online content effectively because it involves multiple representations and a nonlinear format. Differences among participants in motivation and learning provide challenges for design. The present study is a use-inspired, mixed-method study of 164 teachers' motivation and learning in an unmoderated online workshop. It addresses participants' demographic and motivational profiles, participation in this type of workshop (e.g., the frequency, duration, and focus, as well as their work with technology-enhanced, nonroutine challenge problems and journal assignments), the predictive value of the initial questionnaire, and implications for design. Findings indicate that while three clusters of motivational profiles could be identified (low interest, low self-efficacy, and less math; low interest, high self-efficacy, and more math; high interest, high self-efficacy, and more math), whether the teachers continue to participate appears to be related to the structure and content of the workshop, not just these profiles. Findings are interpreted as suggesting that the potential of hypermedia lies in its designers' abilities to support participant stake by providing for multiple ways into thinking and working with disciplinary content--design that both accommodates and supports those with differing strengths and needs. Implications for studying motivation and learning online are also discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10