Teachers' adoption of online collaborative learning is associated with constructivist beliefs, facilitator/delegator roles, perceived need for innovation, and institutional conditions¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers favouring collaboration, the facilitator/delegator roles, and social-constructivist principles tend to be more willing to adopt online collaborative learning; perceived need of innovation, computer competence, infrastructure, institutional impetus, and training relate to e-learning adoption. → Chang Zhu 2010

Evidence¶

Chang Zhu 2010¶

Chang Zhu, Martin Valcke and Tammy Schellens. (2010). A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. European Journal of Teacher Education. https://doi.org/10.1080/02619761003631849

q2 · i? · associational · r2

Interview-derived listing of teacher and contextual variables related to adoption (Table 8), marking positive relationships for e-learning and online collaboration, including perceived need of innovation, willingness to learn, computer competence, sound infrastructure, institutional impetus, and training and support.

"We found that teachers in favour of collaboration and the facilitator/delegator roles tend to be more willing to adopt the online collaborative learning approach. Teachers who are supportive of the social constructivist learning principle also tend to be more willing to adopt teaching innovations."

Discussion¶

Related Claims¶

• Perceived power distance correlates with expert and authority roles, collaboration with facilitator and delegator roles, and competition correlates with all five teacher roles
• Chinese university teachers stress the expert, authority and model teacher roles to a larger extent than Flemish teachers, with no group difference in facilitator or delegator roles — related
• Flemish faculty adopt e-learning and online collaborative learning at higher rates than Chinese faculty (about 95% vs 30% e-learning; 27% vs 8% online collaboration) — related
• Student-centered philosophies correlate with personal, facilitator and delegator teaching styles — related
• Chinese teachers emphasize competition among students more than Flemish teachers, while perceived power distance and collaboration are similar across the two groups — related
• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — related
• A constructivist, process-oriented syllabus was suggested to be more effective than a knowledge-based approach for cross-cultural learning (Wright, 2000, as reported) — related