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A comparative study of factors associated with technology-enabled learning between the United States and South Korea.

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Title: A comparative study of factors associated with technology-enabled learning between the United States and South Korea.
Authors: Han, Insook, Byun, Soo-yong, Shin, Won Sug
Source: Educational Technology Research & Development. Oct2018, Vol. 66 Issue 5, p1303-1320. 18p.
Subjects: Educational technology, Instructional systems, Educational programs, Program design (Education), Distance education
Abstract: Using nationally representative data for lower secondary teachers from the 2013 Teaching and Learning International Survey, we examined differences in factors associated with technology-enabled learning between the United States and South Korea. The results confirmed the importance of teachers’ self-efficacy and their participation in professional development for technology-enabled learning in both countries. However, we found differences in the degree to which participation in professional development mattered to technology-enabled learning between the two countries. In addition, we found that cooperation and gender were significant predictors of technology-enabled learning in South Korea but not in the United States. By contrast, having constructivist beliefs was a significant predictor in the United States, but not in South Korea. The article goes on to highlight differences in information and communication technology policy environments between the United States and South Korea that may potentially explain these between-country differences in factors associated with technology-enabled learning. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A comparative study of factors associated with technology-enabled learning between the United States and South Korea.
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  Data: <searchLink fieldCode="AR" term="%22Han%2C+Insook%22">Han, Insook</searchLink><br /><searchLink fieldCode="AR" term="%22Byun%2C+Soo-yong%22">Byun, Soo-yong</searchLink><br /><searchLink fieldCode="AR" term="%22Shin%2C+Won+Sug%22">Shin, Won Sug</searchLink>
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  Data: Using nationally representative data for lower secondary teachers from the 2013 Teaching and Learning International Survey, we examined differences in factors associated with technology-enabled learning between the United States and South Korea. The results confirmed the importance of teachers’ self-efficacy and their participation in professional development for technology-enabled learning in both countries. However, we found differences in the degree to which participation in professional development mattered to technology-enabled learning between the two countries. In addition, we found that cooperation and gender were significant predictors of technology-enabled learning in South Korea but not in the United States. By contrast, having constructivist beliefs was a significant predictor in the United States, but not in South Korea. The article goes on to highlight differences in information and communication technology policy environments between the United States and South Korea that may potentially explain these between-country differences in factors associated with technology-enabled learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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