Modeling the Determinants of Internet Use

Autor/in	Chen, Y. L.
Titel	Modeling the Determinants of Internet Use
Quelle	In: Computers & Education, 51 (2008) 2, S.545-558 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2007.06.007
Schlagwörter	Constructivism (Learning); Structural Equation Models; Educational Technology; Internet; English (Second Language); Second Language Instruction; Foreign Countries; College Instruction; Technology Integration; Problems; Teacher Attitudes; Self Efficacy; Teaching Methods; Professional Development; Teacher Education; Language Teachers; College Faculty; Multivariate Analysis; Goodness of Fit; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Hochschullehre; Problemsituation; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Fakultät; Multivariate Analyse
Abstract	The purpose of the study is to build a model that predicts the level of Internet use by teachers of English as a foreign language in the northern Taiwanese higher education institutions. It examines interactional relationships among variables associated with barriers and issues of technology application as a means of analyzing the extent and the nature of Internet-integration instruction. A multivariate hypothesized model was tested using structural equation modeling to analyze statistically the variables examined in the study. The resulting model is found to have a good statistical fit. Teacher training, classroom pedagogy, and perceived capability have direct effect on Internet use, whereas institutional support, constructivist thinking, beliefs, and attitudes affect Internet use indirectly. These seven variables account for approximately 58.6% of the variance of Internet use. Teacher training appears to be the most dominant determinant of Internet use. More opportunities for professional development focused on technology applications in language instruction are crucial. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10