An LBD-grounded online robotics course increased inservice teachers' self-efficacy in robotics, use of problem-solving and collaboration strategies, and confidence in robotics knowledge and teaching¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participating inservice teachers increased their self-efficacy in robotics, use of problem-solving and collaboration strategies, and confidence in robotics knowledge and teaching after the LBD-grounded online course. → An 2022

Evidence¶

An 2022¶

An, H., Sung, W. & Yoon, S.Y. (2022). Implementation of learning by design in a synchronized online environment to teach educational robotics to inservice teachers. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10134-8

q2 · i? · design · r2

Action research employing mixed methods examined the online course; an online survey measured change. The article reports that "the participating teachers increased their self-efficacy in robotics, use of problem-solving and collaboration strategies, and confidence in robotics knowledge and teaching." No effect sizes are printed.

"An online survey indicated that the participating teachers increased their self-efficacy in robotics, use of problem-solving and collaboration strategies, and confidence in robotics knowledge and teaching."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• By the end of the LBD-grounded online robotics course, participating inservice teachers demonstrated sufficient robotics content knowledge — related
• Teachers in the online robotics course recognized both the constraints of learning educational robotics online and the benefits of collaboration — related
• Teachers in online team-based training reported significantly greater confidence in their technological pedagogical content knowledge after training — related