A Structural Equation Modelling Approach for Massive Blended Synchronous Teacher Training

Autor/inn/en	Kannan, Kalpana; Narayanan, Krishnan
Titel	A Structural Equation Modelling Approach for Massive Blended Synchronous Teacher Training
Quelle	In: Educational Technology & Society, 18 (2015) 3, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Structural Equation Models; Synchronous Communication; Blended Learning; Teacher Workshops; Faculty Development; Participant Satisfaction; Performance Factors; Influences; Questionnaires; Engineering Education; College Faculty; Distance Education; Mechanics (Physics); Path Analysis; Goodness of Fit; Influence of Technology; Intention; Teacher Effectiveness; Incentives; Motivation; Online Courses; Training Methods; Online Surveys; Factor Analysis; Maximum Likelihood Statistics; Hypothesis Testing; Foreign Countries; Statistical Analysis; India + Suchen Sie Ihr Suchwort? Leistungsindikator; Influence; Einfluss; Einflussfaktor; Fragebogen; Ingenieurausbildung; Fakultät; Distance study; Distance learning; Fernunterricht; Mechanik; Pfadanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Anreiz; psychologische; Motivation (psychologisch); Online course; Online-Kurs; Didaktik; Trainingsmaßnahme; Faktorenanalyse; Hypothesenprüfung; Hypothesentest; Ausland; Statistische Analyse; Indien
Abstract	This paper presents a structural equation modelling (SEM) approach for blended synchronous teacher training workshop. It examines the relationship among various factors that influence the Satisfaction (SAT) of participating teachers. Data were collected with the help of a questionnaire from about 500 engineering college teachers. These teachers had attended a blended synchronous distance mode workshop, conducted by IIT Bombay, on "Computational fluid dynamics" in June 2012. The research model was tested using the SEM approach and was found to have a good fit. Ten hypotheses were tested using path analysis. The variable that had the largest effect on Satisfaction (SAT) was Technology effectiveness (TE). The variables that had medium effect on Satisfaction (SAT) were Behaviour intention to use (BIU), Perceived usefulness (PU), Instructor effectiveness (IE), and Extrinsic motivation (EM). The result on the role of TE in blended synchronous teacher training supports the existing body of literature. Moreover, we found that IE was fully mediated through PU and BIU and thereby implying that TE has a significant role if supported by IE, PU and BIU. Finally, we discuss the implications of our study and make suggestions for further improvement of blended synchronous mode teacher training model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01