Participants and procedure Instrument
2. Methodology
2.1 Participants and procedure
The participants were 348 Thai elementary school teachers 68.3 female, 31.7 male participating in a week e-learning teacher training and professional development of approximately 30 hours conducted in Bangkok. Teachers are randomly selected from schools to attend the training. They had from 1 to 33 years of teaching experiences with a means of 6.3 years SD = 5.2. The focus of the training includes: 1. Exploration of theory and models of design, implementation and evaluation of e-learning. 2. Demonstrations of practice of teaching and learning with learning management system. 3. Supervised trial of new skills and feedback on performance. 4. Development of online teaching self-efficacy. Prior to the workshop teachers completed a pre- training questionnaire items with respect to their perceptions of their self-efficacy beliefs in personal and online teaching, the support they receive from school and colleagues, their motivation toward online teaching, and their technology anxiety, in addition to demographic information. On completion of the training all teachers were asked to complete a post- training questionnaire to see if changes had occurred in their technology anxiety and self-efficacy beliefs.2.2 Instrument
The five parts of questionnaire are implemented in this study. The first part of the survey asked for teachers’ general information such as the grade level at which they taught, teaching experience, and gender. The second part assessed teachers’ perceptions of organizational supports adapted from the measurement of students’ perceptions of teacher support developed by Bru, Stornes, Munthe, and Thuen 2010. There are 11 items composed to reflect collegial support, organizational support for autonomy, and organizational support for professional development. The items in the third part of this survey were borrowed from Ravinder and Pete 1999 20- item version of the personal Internet teaching efficacy beliefs scale PITEBS, where teachers rated their efficacy beliefs to reflect personal teaching efficacy beliefs, and personal online teaching efficacy beliefs. The forth section of the survey measured technology anxiety 3 items, e.g., ‘‘I always feel that the other teachers are better in online teaching than me adapted from biology and physics classroom anxiety surveys Koul, Lerdpornkulrat, Chantara, 2010. In this study, the construct of motivation toward online teaching is based on Kao, Wu, and Tsai 2011 which measures mastery goal orientation, professional goal orientation, and social goal orientation. The items in the survey are presented using a five-point Likert scale.2.3 Analysis
Parts
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» Introduction international conference elgic 2014
» Structure and process of the KMUTT-WIL model for undergraduates
» Student evaluation Data analysis and discussion Conclusion
» Research Objective Methodologies international conference elgic 2014
» Research Instruments international conference elgic 2014
» Suggestions for future research
» Literature Review international conference elgic 2014
» 1.13 -0.95 0.14 0.18 Estimated result from logit regression and marginal effects.
» Conclusion international conference elgic 2014
» Objective Results international conference elgic 2014
» Discussion Conclusion international conference elgic 2014
» Research Methodology Research Results
» Introduction knowledge and strategy. Boston: Butterworth-
» Introduction Purposes of the research
» Phase 1: Documentary Study Phase 2: Field Study
» Findings Reviewing the Sources: The Finding out Knowledge: The
» Making a Difference: They Planning a Procedure: A Respond to Development: The
» Set up the Balance: The local Support Sufficiently: Local Apply for Living: Living within
» Share and Extend Results: Check out and Screen: The
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» Summary of the findings References Vicharn Phanit. 2006. Knowledge
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» Implementation Smart student: providing 30 students studies in
» The objectives of this study Conclusion
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» Objective Methodology Results international conference elgic 2014
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» Introduction Evalua international conference elgic 2014
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» Experiential Learning Literature Review and Action Research Hypothesis
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» Conclusions international conference elgic 2014
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» Introduction Research Methodology international conference elgic 2014
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» Participants and procedure Instrument
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» The purpose of the study Scope of the study
» Research Methodology Results and Discussion
» Conclusion Suggestions international conference elgic 2014
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» Research findings international conference elgic 2014
» Suggestion to use the result of research Suggestion to do the research
» Objectives Research Methodology international conference elgic 2014
» Research Instruments Data collection
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» Analysis international conference elgic 2014
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