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Journal of Computers in Education

Erschienen in:

20.05.2019

Examining Chinese beginning online instructors’ competencies in teaching online based on the Activity theory

verfasst von: Yang Wang, Yixi Wang, David Stein, Qingtang Liu, Wenli Chen

Erschienen in: Journal of Computers in Education | Ausgabe 3/2019

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Abstract

This study constructed an instrument based on the Activity theory to investigate the beginning online instructors’ online teaching competencies from the perspective of the online teaching process and applied it to beginning instructors to examine the validity. Eighty-nine beginning online instructors from China participated in this study. Confirmatory factor analysis, descriptive statistics analysis, and regression are used in this study. The results indicated that the Activity theory fit the practice well and the instrument is reliable. Chinese beginning online instructors’ online teaching competencies need to be improved, especially in preparing themselves to teach online and conducting meaningful appraisals of student learning. While beginning instructors’ gender and age had no significant influence on their online teaching competencies, instructors’ educational level, online teaching and learning experience had significant effects on their online teaching competencies. Most instructors perceived that designing and organizing online teaching, as well as evaluating students’ performance are the biggest challenges to move traditional courses online. Additionally, implications of this study and recommendations for future research are provided.

Vorheriger Artikel Mobile learning system for enabling collaborative and adaptive pedagogies with modular digital learning contents

Nächster Artikel An online peer assessment approach to supporting mind-mapping flipped learning activities for college English writing courses

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Titel: Examining Chinese beginning online instructors’ competencies in teaching online based on the Activity theory
verfasst von: Yang Wang
Yixi Wang
David Stein
Qingtang Liu
Wenli Chen
Publikationsdatum: 20.05.2019
Verlag: Springer Berlin Heidelberg
Erschienen in: Journal of Computers in Education / Ausgabe 3/2019
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-019-00140-w

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