Journal article
Examining the Predictability of Information Literacy and Cognitive Presence on Training Outcomes in a Blended STEAM Elementary Teacher Training
The Journal of Korean Teacher Education, Vol.30(3), pp.249-273
09/2013
DOI: 10.24211/tjkte.2013.30.3.249
Abstract
The purpose of this study was to examine the relationships among information literacy, cognitive presence, and training outcomes in a blended STEAM elementary teacher training. For this study, we had collected the data of information literacy, cognitive presence, and training outcomes(learning satisfaction, academic achievement) during and after the training session. The data from 70 teachers who responded to all questionnaires and submitted the final project were analyzed. The results showed that information literacy predicted training outcomes(learning satisfaction, academic achievement) significantly, and cognitive presence mediated the relationship between information literacy and training outcomes(academic achievement, learning satisfaction). The findings suggested that information literacy and cognitive presence were critical factors for enhancing training outcomes in the blended STEAM elementary teacher training. Furthermore, the guidelines and strategies which could improve the effectiveness of a blended STEAM elementary teacher training program were discussed.
Details
- Title: Subtitle
- Examining the Predictability of Information Literacy and Cognitive Presence on Training Outcomes in a Blended STEAM Elementary Teacher Training
- Creators
- Myunghee KangHyesun YouBokyung KimJiwon You - Ewha Womans University
- Resource Type
- Journal article
- Publication Details
- The Journal of Korean Teacher Education, Vol.30(3), pp.249-273
- DOI
- 10.24211/tjkte.2013.30.3.249
- ISSN
- 1738-7256
- Language
- English
- Date published
- 09/2013
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374224802771
Metrics
17 Record Views