Concerns and preferences of teachers towards the development of virtual classroom in Hong Kong

Concerns and preferences of teachers towards the development of virtual classroom in Hong Kong

Towards sustainable and scalable educational innovations informed by the learning sciences: Sharing good practices of research, experimentation and innovation

• Lam, Siu Keung
• Kwok, Lai Yin The Hong Kong Institute of Education

• Looi, C. K.
• Jonassen, D.
• Ikeda, M.

Washington, D.C.

IOS Press

2005

• Q 教育體系與各級學校
  • QG 成人教育、終身及延續教育
    • QGE 遙距教育

Virtual Classroom Teacher Concern Professional Development

• Hong Kong

• 1997.7 onwards

• 中學教育

The study investigates the development of virtual classroom in secondary schools in Hong Kong from in-service teacher perspectives and focuses on teachers' concerns towards the virtual classroom and their preferences on designing virtual classroom. Quantitative survey data came from 352 secondary school teachers and qualitative interview data was collected from 8 of the surveyed teachers. The results indicated that major concerns of most studied teachers were lower stages of typical non-user concerns profile, implying that virtual classroom was still at the infancy stage of development in some secondary schools of Hong Kong during the research period. A minority of teachers, who exhibited high competency in information literacy and were competent users of virtual classroom, had their concerns profiles shifted to higher stages of concern. An analysis of teachers' paradigm for the use of virtual classroom revealed that most teachers still stuck to the traditional teacher-centered pedagogy and employed mainly receptive and directive architecture in teaching without using virtual classroom in guided discovery and exploratory approaches. Strategic plan and staff development program for the success of implementation of virtual classroom are finally discussed in this paper. Copyright © 2005 The authors. All rights reserved.

• 英文

章節

• 9810540051
• 9789810540050
• 9781586035730

https://bibliography.lib.eduhk.hk/tc/bibs/b9ade8cd

2022-07-07