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ERIC Number: EJ1139016
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: EISSN-1449-5554
Exploring In-Service Preschool Teachers' Conceptions of and Approaches to Online Education
Yang, Yu-Fang; Tsai, Chin-Chung
Australasian Journal of Educational Technology, v33 n1 p134-147 2017
This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches), qualitatively different categories of conceptions and approaches were identified through a phenomenographic analysis approach. The results found that their conceptions of online education ranged from "a way of diploma completion" to "a way of lifelong learning," while their approaches ranged from "interacting with people" to "getting involved in the community of sharing." In addition, the teacher-learners with fragmented conceptions ("a way of diploma completion") tended to have surface approaches ("interacting with people"), and those with cohesive conceptions ("a way of lifelong learning") tended to have deep approaches in online education ("getting involved in the community of sharing").
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan