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Kokoc, M., Ozlu, A., Cimer, A. and Karal, H. (2011) Teachers’ Views on the Potential Use of Online in-Service Education and Training Activities. Turkish Online Journal of Distance Education, 12, 68-87.
https://arastirmax.com/en/system/files/dergiler/43
695/makaleler/12/4/arastirmax-teachers-views-pote
ntial-use-online-service-education-and-training-activities.pdf

has been cited by the following article:

  • TITLE: Characteristics, Technology Capabilities, and Experiences of In-Service Teachers on the Use of Online/Blended Learning at a Tertiary Institution in Jamaica

    AUTHORS: Cynthia Onyefulu, Carmel Roofe

    KEYWORDS: Online/Blended Learning, In-Service Teachers, Learner Characteristics, Technological Capacities, Online Learner Experiences

    JOURNAL NAME: Open Access Library Journal, Vol.6 No.1, January 22, 2019

    ABSTRACT: Students’ success in the online environment seems to be inextricably linked to learner characteristics and experiences related to the use of information and communication technologies. An increasing number of in-service teachers are being encouraged to pursue continuing education via the use of these technologies. This study examined learner characteristics, experiences, and technological capacities possessed by 55 in-service teachers pursuing postgraduate studies using the online/blended learning approach. The paper was also aimed at determining if there are differences in the views expressed by the male and female in-service teachers on learner characteristics, experiences, and technological capacities. Five research questions guided the study. A questionnaire was used to collect data, and descriptive and inferential statistics were used for the analysis. The findings indicated that a majority of the in-service teachers possessed the characteristics and technological capacities needed to succeed in the online learning environment. The findings also showed that most of the in-service teachers had the characteristics needed to do online/blended learning, had basic technology capabilities needed to succeed in an online/blended learning programme, and the in-service teachers had different experiences with the online/blended learning approach. Recommendations were towards making the in-service teachers’ experiences more desirable.