A DL professional development course improved teachers' DL teaching practices and DL self-efficacy but had no effect on their self-innovativeness¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Teachers who had taken a DL course scored significantly higher on DL teaching practices in all sub-dimensions (overall F = 12.94, η² = 0.06) and on DL self-efficacy (F = 7.59, η² = 0.04), but self-innovativeness did not differ significantly (F = 1.36, η² = 0.01). → Vidergor Hava E 2023 q2 i? Self-innovativeness did not differ significantly between teachers who had and had not taken a DL course; equivalence was not tested. → Vidergor Hava E 2023 (2)

Evidence¶

Vidergor Hava E 2023¶

Vidergor Hava E. (2023). The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices. Computers & Education, 199, 104777. https://doi.org/10.1016/j.compedu.2023.104777

q2 · i2 · associational · r2

MANCOVA comparing teachers with and without a DL course (Table 6, 200 teachers): DL teaching practices F = 12.94, η² = 0.06; teaching strategies sub-dimension F = 10.93, η² = 0.05; DL self-efficacy F = 7.59, η² = 0.04.

"The main significant difference was detected in DL Teaching Practices in all its sub-dimensions, showing that teachers who had taken a DL course felt significantly more capable of using teaching strategies, managing their classes, and engaging their students in learning."

Vidergor Hava E 2023 (2)¶

Vidergor Hava E. (2023). The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices. Computers & Education, 199, 104777. https://doi.org/10.1016/j.compedu.2023.104777

q2 · i? · associational · r2

Null finding from the same MANCOVA (Table 6): the self-innovativeness difference by DL course participation was not statistically significant (F = 1.36, η² = 0.01); equivalence was not tested. In the path model, DL Course effects on self-efficacy (.154, p = .011) and practices (.113, p = .015) were low.

"Teachers' Self-Innovativeness, although higher among teachers who had taken the DL course, was not significantly different from those who had not participated in a DL course."

Discussion¶

Related Claims¶

• Work experience positively affects teachers' self-innovativeness but negatively affects their DL self-efficacy, with DL teaching practices not differing by experience — related
• Self-innovativeness, accountability, DL self-efficacy, and DL teaching practices are all positively and significantly intercorrelated — related
• Teachers' self-innovativeness significantly affects DL self-efficacy and DL teaching practices both directly and indirectly via accountability and self-efficacy — related
• Teachers' DL self-efficacy shows the strongest direct effect on their DL teaching practices — related
• Teachers rated fostering student engagement as the most difficult DL teaching practice, below class management and teaching strategies — related