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題名 Knowledge management in blended learning: Effects on professional development in creativity instruction
作者 Yeh, Yu-chu ; Huang, Ling-yi ; Yeh, Yi-ling
貢獻者 師培中心
關鍵詞 Adult learning, Applications in subject areas, Improving classroom teaching, Post-secondary education, Teaching/learning strategies
日期 2011-01
上傳時間 11-四月-2014 18:54:18 (UTC+8)
摘要 The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.
關聯 Computers & Education, 56(1), 146-156
資料來源 http://dx.doi.org/10.1016/j.compedu.2010.08.011
資料類型 article
DOI http://dx.doi.org/10.1016/j.compedu.2010.08.011
dc.contributor 師培中心en_US
dc.creator (作者) Yeh, Yu-chu ; Huang, Ling-yi ; Yeh, Yi-lingen_US
dc.date (日期) 2011-01en_US
dc.date.accessioned 11-四月-2014 18:54:18 (UTC+8)-
dc.date.available 11-四月-2014 18:54:18 (UTC+8)-
dc.date.issued (上傳時間) 11-四月-2014 18:54:18 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/65321-
dc.description.abstract (摘要) The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.en_US
dc.format.extent 684425 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) Computers & Education, 56(1), 146-156en_US
dc.source.uri (資料來源) http://dx.doi.org/10.1016/j.compedu.2010.08.011en_US
dc.subject (關鍵詞) Adult learning, Applications in subject areas, Improving classroom teaching, Post-secondary education, Teaching/learning strategiesen_US
dc.title (題名) Knowledge management in blended learning: Effects on professional development in creativity instructionen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1016/j.compedu.2010.08.011-
dc.doi.uri (DOI) http://dx.doi.org/10.1016/j.compedu.2010.08.011 en_US