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dc.contributor.authorTømte, Cathrine Edelhard
dc.contributor.authorGjerustad, Cay
dc.date.accessioned2021-03-17T17:42:37Z
dc.date.available2021-03-17T17:42:37Z
dc.date.created2021-01-14T08:53:23Z
dc.date.issued2020
dc.identifier.citationTømte, C. E. & Gjerustad, C. (2020). Online or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway. Nordic Journal of Digital Literacy, 15(4), 259-273.en_US
dc.identifier.issn1891-943X
dc.identifier.urihttps://hdl.handle.net/11250/2734018
dc.description.abstractPolicymakers and scholars are scaling up online professional development programmes for teachers. We studied how in-service teachers in Norway perceived their learning outcomes for professional development programmes conducted either as campus-based or online courses. Based on survey data, we found teachers studying online and in campus-based settings have relatively similar perceptions of the learning outcomes. This changes when indicators of collaboration and support from teachers are controlled for, suggesting that these factors are more strongly related to learning outcomes for those in campus-based studies than those in online studies. Our findings contribute new insights on how perceived learning outcomes influence study formats and how social dimensions may impact professional development.en_US
dc.language.isoengen_US
dc.publisherUniversitetsforlageten_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.subjectProfessional development programmesen_US
dc.subjectIn-service teachersen_US
dc.subjectStudy formaten_US
dc.subjectOnline learningen_US
dc.subjectPerceived learning outcomeen_US
dc.titleOnline or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norwayen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber259-273en_US
dc.source.volume15en_US
dc.source.journalNordic Journal of Digital Literacyen_US
dc.source.issue4en_US
dc.identifier.doi10.18261/ISSN.1891-943X-2020-04-04
dc.identifier.cristin1871065
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
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