Research

พวกเรา iMi ยังคงก้าวต่อไปในการสร้างองค์ความรู้ใหม่ควบคู่กับการเผยแพร่ผลงานระดับนานาชาติ ด้วยทีมที่ปรึกษาที่มีผลงานระดับนานาชาติที่คอยให้คำปรึกษาทั้งในด้านงานวิจัยในห้องเรียนและงานวิจัยระดับองค์กร ช่วยให้เราก้าวไปข้างหน้าเสมอ

Predictors of Changes in Self-Efficacy Beliefs in Online Teaching

Author: Naraphol Deechuay, Sorakrich Maneewan

Proceeding of The 3rd Conference on Education and Leadership in Glocalization, Phuket, Thailand

May 21-24,2014

Abstract: This study investigated self-efficacy beliefs in online teaching before and after a teacher-training program in e-learning. Participants from 348 elementary school teachers responded to the questionnaires about their self-efficacy and motivational orientation toward online teaching, technology anxiety and organizational support for online teaching. The results indicated that there were significant gender differences in perceived self-efficacy in online teaching and factors that influence self-efficacy beliefs in online teaching. Although male teachers had higher self-efficacy in online teaching, female teachers benefited more from the teacher training workshops with respect to changes in the levels of self-efficacy beliefs in online teaching. Mastery experience was the most important factor associated with efficacy beliefs in online teaching. Only for females, technology anxiety had a significant influence in self-efficacy beliefs in online teaching. Our findings highlight the role of emotional states and motivation orientation in the gender gap in the development of teacher competency in online teaching.

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Factors that Influence Self-efficacy Beliefs in Online Teaching

Author: Naraphol Deechuay, Sorakrich Maneewan

The 3rd Conference on Creative Education, Beijing, China

May 24-26,2013

Abstract: Online teaching is still an innovative medium for the delivery of instruction. A better understanding of the variables that influence Thai teachers’ self-efficacy in online teaching would enable institutions to provide better organizational support which may lead to significant impact on the adoption of online learning in Thai educational institutions. The purpose of this paper was to explore the relationship between organiza-tional support and demographic factors and teachers’ self-efficacy and motivation for online teaching. By gathering questionnaire data from 309 elementary school teachers, the results of this study shown that teach-ing experience, organizational support and teachers’ motivational goal orientation towards online teaching are the main factors associated with level of self-efficacy in online teaching. Less-experienced teachers who perceived their schools as being strong in supportive of their autonomy and professional development are more likely to express high self-efficacy beliefs in online teaching. Implications of this study are important for educations planning to develop competency in online teaching.

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