Cooperation in Online Communities on the Perceived Usefulness of Instruction for Early Childhood Educators: The Moderation of Online Social Connection
Author: Ru-Si Chen(Department of Child Care and Education, Yu Da University of Science and Technology)
Vol.&No.：Vol. 60, No. 3
Date：September 2015
Pages：1-26
DOI：10.6209/JORIES.2015.60(3).01
Abstract：
Early childhood educators’ perceptions of the useful values of the Internet when integrated into instruction are associated with professional cooperation and interactive discussions through the Internet. These perceptions articulate the moderation of early childhood educators’ attitudes toward the development of social interaction and community cohesion by using the Internet. By conducting a survey, this study examined the influencing factors and moderating effect of early childhood educators’ attitudes toward Internet communities and instructional usefulness. The questionnaire consisted of three factors: online community cooperation, perceived usefulness in instruction, and online social connection. Sample data were analyzed by using structural equation modeling, testing moderating effects and interactive effects, and determining statistical significance with the moderating factor by using partial least squares. The results showed that early childhood educators’ perceptions of the social connection of multiple interpersonal interactions on the Internet moderated their attitudes toward the relationship of sharing instructional professional experiences and assisting instructional usefulness through the Internet. The results of the study were discussed and the implications of the study were derived.
Keywords：moderation, early childhood educators, perceived usefulness of instruction, online social connection, cooperation of online community
《Full Text》
References：
- 于蕙清（2010）。以非同步討論小組進行合作式學習－「現代世界史」為例。高醫通識教育學報，5，15-34。【Yu, L. H.-C. (2010). Collaborative learning in asynchronous discussion groups－The modern world history as an example. KMU Journal of General Education, 5, 15-34.】
- 朱子君（2013）。知識就是力量－幼教工作者知識分享意願研究初探。幼兒教育，311，20-33。【Chu, A. Z. (2013). A study of the willingness of knowledge sharing of preschool workers. Early Childhood Education, 311, 20-33.】
- 吳明隆（2007）。結構方程模式：AMOS的操作與應用。臺北市：五南。【Wu, M.-L. (2007). Structural equation modeling: Operation and application of AMOS. Taipei, Taiwan: Wu-Nan Book.】
- 邱皓政（2011）。結構方程模式：LISREL/SIMPLIS原理與應用（第二版）。臺北市：雙葉書廊。【Chiou, H.-J. (2011). Principles and practice of structural equation modeling with LISREL / SIMPLIS (2nd ed.). Taipei, Taiwan: Yeh Yeh Book Gallery.】
- 邱皓政、林碧芳（2009）。結構方程模型的原理與應用。北京市：中國輕工業。【Chiou, H.-J., & Lin, P.-F. (2009). Principles and application of structural equation modeling. Beijing, China: China Light Industry Press.】
» More
- 于蕙清（2010）。以非同步討論小組進行合作式學習－「現代世界史」為例。高醫通識教育學報，5，15-34。【Yu, L. H.-C. (2010). Collaborative learning in asynchronous discussion groups－The modern world history as an example. KMU Journal of General Education, 5, 15-34.】
- 朱子君（2013）。知識就是力量－幼教工作者知識分享意願研究初探。幼兒教育，311，20-33。【Chu, A. Z. (2013). A study of the willingness of knowledge sharing of preschool workers. Early Childhood Education, 311, 20-33.】
- 吳明隆（2007）。結構方程模式：AMOS的操作與應用。臺北市：五南。【Wu, M.-L. (2007). Structural equation modeling: Operation and application of AMOS. Taipei, Taiwan: Wu-Nan Book.】
- 邱皓政（2011）。結構方程模式：LISREL/SIMPLIS原理與應用（第二版）。臺北市：雙葉書廊。【Chiou, H.-J. (2011). Principles and practice of structural equation modeling with LISREL / SIMPLIS (2nd ed.). Taipei, Taiwan: Yeh Yeh Book Gallery.】
- 邱皓政、林碧芳（2009）。結構方程模型的原理與應用。北京市：中國輕工業。【Chiou, H.-J., & Lin, P.-F. (2009). Principles and application of structural equation modeling. Beijing, China: China Light Industry Press.】
- 張偉豪（2011）。SEM論文寫作不求人。高雄市：三星統計。【Zhang, W.-H. (2011). Structural equation modeling. Kaohsiung, Taiwan: Tri-Star Statistic Service.】
- 陳彥廷（2012）。非同步網路數學教學案例討論之互動歷程研究。教育科學研究期刊，57（1），79-111。doi:10.3966/2073753X2012035701004【Chen, Y.-T. (2012). Communication of elementary school teachers in an asynchronous discussion net environment. Journal of Research in Education Sciences, 57(1), 79-111. doi:10.3966/2073753X2012035701004】
- 陳儒晰（2012）。資訊科技融入幼兒學習活動的教學互動、同儕學習與專業認知之探究。教學科技與媒體，101，2-22。【Chen, R.-S. (2012). The exploration of the issues about pedagogical interaction, peer learning, and professional cognition in the context of information technology integrated into learning activities for young children. Instructional Technology & Media, 101, 2-22.】
- 曾賢屹、張世忠（2009）。整合網路與協同教學在國中自然與生活科技之行動研究。教育理論與實踐學刊，19，229-266。【Zeng, Y.-Y., & Zhang, S.-Z. (2009). The action research of integrating web technology and team－Teaching in secondary science and technology classes. Bulletin of Research on Elementary Education, 19, 229-266.】
- 劉明洲、張逸祥（2011）。網路化教師專業社群之合作學習歷程溝通內容分析。課程與教學，14（2），29-53。【Liu, M.-C., & Chang, Y.-S. (2011). Collaborative learning process and communicative content analysis of web-based teacher professional community. Curriculum & Instruction Quarterly, 14(2), 29-53.】
- 蕭文龍（2013）。統計分析入門與應用：SPSS中文版+PLS-SEM（SmartPLS）。臺北市：碁峰資訊。【Shiau, W.-L. (2013). An introduction and application of statistical analysis: SPSS and PLS-SEM (SmartPLS). Taipei, Taiwan: Gotop Information.】
- Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. doi:10.1037/0022-3514.51.6.1173
- Bishop, C., & Foster, C. (2011). Thinking styles: Maximizing online supported learning. Journal of Educational Computing Research, 44(2), 121-139. doi:10.2190/EC.44.2.a
- Bollen, K. A. (1989). Structural equations with latent variables. New York, NY: John Wiley & Sons.
- Cao, Y., Ajjan, H., & Hong, P. (2013). Using social media applications for educational outcomes in college teaching: A structural equation analysis. British Journal of Educational Technology, 44(4), 581-593. doi:10.1111/bjet.12066
- Chai, C.-S., & Tan, S.-C. (2009). Professional development of teachers for computer-supported collaborative learning: A knowledge-building approach. Teachers College Record, 111(5), 1296-1327.
- Chai, S., Das, S., & Rao, H. R. (2011). Factors affecting bloggers’ knowledge sharing: An investigation across gender. Journal of Management Information Systems, 28(3), 309-342. doi:10.2753/MIS 0742-1222280309
- Chang, C.-K. (2010). Acceptability of an asynchronous learning forum on mobile devices. Behaviour & Information Technology, 29(1), 23-33. doi:10.1080/01449290701806337
- Chang, H.-H., & Chuang, S.-S. (2011). Social capital and individual motivations on knowledge sharing: Participant involvement as a moderator. Information & Management, 48(1), 9-18. doi: 10.1016/j.im.2010.11.001
- Chang, W.-L., & Lee, C.-Y. (2013). Trust as a learning facilitator that affects students’ learning performance in the Facebook community: An investigation in a business planning writing course. Computers & Education, 62, 320-327. doi:10.1016/j.compedu.2012.11.007
- Chen, G. M. (2012). Why do women write personal blogs? Satisfying needs for self-disclosure and affiliation tell part of the story. Computers in Human Behavior, 28(1), 171-180. doi:10.1016/j. chb.2011.08.024
- Chin, W. W., Marcolin, B. L., & Newsted, P. R. (1996, December). A partial least squares latent variable modeling approach for measuring interaction effects: Results from a Monte Carlo simulation study and voicemail emotion/adoption study. Paper presented at the 17th International Conference on Information Systems, Cleveland, OH.
- Downer, J. T., Kraft-Sayre, M. E., & Pianta, R. C. (2009). Ongoing, web-mediated professional development focused on teacher-child interactions: Early childhood educators’ usage rates and self-reported satisfaction. Early Education and Development, 20(2), 321-345. doi:10.1080/ 10409280802595425
- Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340. doi:10.1111/j. 1467-8535.2009.00953.x
- Erdem Aydin, I. (2012). Attitudes toward online communications in open and distance learning. Turkish Online Journal of Distance Education, 13(4), 333-346.
- Esposito Vinzi, V., Chin, W. W., Henseler, J., & Wang, H. (2010). Handbook of partial least squares: Concepts, methods and applications. New York, NY: Springer Handbooks of Computational Statistics. doi:10.1007/978-3-540-32827-8
- Francis-Poscente, K., & Jacobsen, M. (2013). Synchronous online collaborative professional development for elementary mathematics teachers. International Review of Research in Open and Distance Learning, 14(3), 319-343.
- Gialamas, V., Nikolopoulou, K., & Koutromanos, G. (2013). Student teachers’ perceptions about the impact of Internet usage on their learning and jobs. Computers & Education, 62, 1-7. doi:10. 1016/j.compedu.2012.10.012
- Gray, B. (2004). Informal learning in an online community of practice. Journal of Distance Education, 19(1), 20-35.
- Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks, CA: Sage.
- Haridakis, P., & Hanson, G. (2009). Social interaction and co-viewing with YouTube: Blending mass communication reception and social connection. Journal of Broadcasting & Electronic Media, 53(2), 317-335. doi:10.1080/08838150902908270
- Holmes, B. (2013). School teachers’ continuous professional development in an online learning community: Lessons from a case study of an eTwinning learning event. European Journal of Education, 48(1), 97-112. doi:10.1111/ejed.12015
- Hsu, C.-L., & Lin, J. C.-C. (2008). Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation. Information & Management, 45(1), 65-74. doi:10.1016/j.im.2007.11.001
- Hull, D. M., & Saxon, T. F. (2009). Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. Computers & Education, 52(3), 624-639. doi:10.1016/j.compedu.2008.11.005
- Hung, H.-T., & Yuen, S. C.-Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703-714. doi:10.1080/13562517.2010.507307
- Kalpidou, M., Costin, D., & Morris, J. (2011). The relationship between Facebook and the well-being of undergraduate college students. Cyberpsychology, Behavior, and Social Networking, 14(4), 183-189. doi:10.1089/cyber.2010.0061
- Karno, D., & Glassman, M. (2013). Science as a web of trails: Redesigning science education with the tools of the present to meet the needs of the future. Journal of Science Education and Technology, 22(6), 927-933. doi:10.1007/s10956-013-9439-7
- Kenny, D. A. (1979). Correlation and causality. New York, NY: Wiley.
- Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford.
- Kordaki, M. (2013). High school computing teachers’ beliefs and practices: A case study. Computers & Education, 68, 141-152. doi:10.1016/j.compedu.2013.04.020
- Lai, C.-H., & Gwung, H.-L. (2013). The effect of gender and Internet usage on physical and cyber interpersonal relationships. Computers & Education, 69, 303-309. doi:10.1016/j.compedu.2013. 07.009
- Ledbetter, A. M., Mazer, J. P., DeGroot, J. M., Meyer, K. R., Mao, Y., & Swafford, B. (2010). Attitudes toward online social connection and self-disclosure as predictors of Facebook communication and relational closeness. Communication Research, 38(1), 27-53. doi:10.1177/ 0093650210365537
- Liang, J.-C., Chai, C.-S., Koh, J. H.-L., Yang, C.-J., & Tsai, C.-C. (2013). Surveying in-service preschool teachers’ technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594.
- Ling, R., & Stald, G. (2010). Mobile communities: Are we talking about a village, a clan, or a small group? American Behavioral Scientist, 53(8), 1133-1147. doi:10.1177/0002764209356245
- Liu, I.-F., Chen, M.-C., Sun, Y. S., Wible, D., & Kuo, C.-H. (2010). Extending the TAM model to explore the factors that affect intention to use an online learning community. Computers & Education, 54(2), 600-610. doi:10.1016/j.compedu.2009.09.009
- Lowry, P. B., & Gaskin, J. (2014). Partial Least Squares (PLS) Structural Equation Modeling (SEM) for building and testing behavioral causal theory: When to choose it and how to use it. Retrieved from http://ssrn.com/abstract=2410803
- Mahdizadeh, H., Biemans, H., & Mulder, M. (2008). Determining factors of the use of e-learning environments by university teachers. Computers & Education, 51(1), 142-154. doi:10.1016/j. compedu.2007.04.004
- Marsh, B., Mitchell, N., & Adamczyk, P. (2010). Interactive video technology: Enhancing professional learning in initial teacher education. Computers & Education, 54(3), 742-748. doi: 10.1016/j.compedu.2009.09.011
- Matzat, U. (2004). Cooperation and community on the Internet: Past issues and present perspectives for theoretical-empirical Internet research. Analyse & Kritik, 26(1), 63-90.
- Matzat, U. (2010). Reducing problems of sociability in online communities: Integrating online communication with offline interaction. American Behavioral Scientist, 53(8), 1170-1193. doi: 10.1177/0002764209356249
- Matzat, U. (2013). Do blended virtual learning communities enhance teachers’ professional development more than purely virtual ones? A large scale empirical comparison. Computers & Education, 60(1), 40-51. doi:10.1016/j.compedu.2012.08.006
- Menchik, D. A., & Tian, X. L. (2008). Putting social context into text: The semiotics of e-mail interaction. American Journal of Sociology, 114(2), 332-370. doi:10.1086/590650
- Meneses, J., & Mominó, J. M. (2012). Quality schooling in the network society: A community approach through the everyday use of the Internet. School Effectiveness and School Improvement, 23(3), 327-348. doi:10.1080/09243453.2012.662156
- Ngai, E. W. T., Poon, J. K. L., & Chan, Y. H. C. (2007). Empirical examination of the adoption of WebCT using TAM. Computers & Education, 48(2), 250-267. doi:10.1016/j.compedu.2004. 11.007
- Owston, R. D., Sinclair, M., & Wideman, H. (2008). Blended learning for professional development: An evaluation of a program for middle school mathematics and science teachers. Teachers College Record, 110(5), 1033-1064.
- Papp, L. M., Danielewicz, J., & Cayemberg, C. (2012). “Are we Facebook official?” Implications of dating partners’ Facebook use and profiles for intimate relationship satisfaction. Cyberpsychology, Behavior, and Social Networking, 15(2), 85-90. doi:10.1089/cyber.2011.0291
- Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351-1359. doi:10.1016/j.compedu.2011.12.013
- Pi, S.-M., Liao, H.-L., Liu, S.-H., & Hsieh, C.-Y. (2010). The effects of user perception of value on use of blog services. Social Behavior and Personality, 38(8), 1029-1040. doi:10.2224/sbp.2010. 38.8.1029
- Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451. doi:10. 1016/j.ecresq.2008.02.001
- Pitta, D. A., & Fowler, D. (2005). Internet community forums: An untapped resource for consumer marketers. Journal of Consumer Marketing, 22(5), 265-274. doi:10.1108/07363760510611699
- Postholm, M. B. (2012). Teachers’ professional development: A theoretical review. Educational Research, 54(4), 405-429. doi:10.1080/00131881.2012.734725
- Ringle, C. M., Wende, S., & Will, A. (2005). SmartPLS 2.0 (beta). Retrieved from http://www. smartpls.de
- Rogers, L., & Twidle, J. (2013). A pedagogical framework for developing innovative science teachers with ICT. Research in Science & Technological Education, 31(3), 227-251. doi:10. 1080/02635143.2013.833900
- Rolando, L. G. R., Salvador, D. F., & Luz, M. R. M. P. (2013). The use of Internet tools for teaching and learning by in-service biology teachers: A survey in Brazil. Teaching and Teacher Education, 34, 46-55. doi:10.1016/j.tate.2013.03.007
- Saadé, R., & Bahli, B. (2005). The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: An extension of the technology acceptance model. Information & Management, 42(2), 317-327. doi:10.1016/j.im.2003.12.013
- Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
- Slagter van Tryon, P. J., & Bishop, M. J. (2006). Identifying “e-mmediacy” strategies for web-based instruction: A Delphi study. Quarterly Review of Distance Education, 7(1), 49-62.
- Smith, J. A., & Sivo, S. A. (2012). Predicting continued use of online teacher professional development and the influence of social presence and sociability. British Journal of Educational Technology, 43(6), 871-882. doi:10.1111/j.1467-8535.2011.01223.x
- Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424.
- Tsai, Y.-H., Joe, S. W., Lin, C.-P., Wang, R.-T., & Chang, Y.-H. (2012). Modeling the relationship between IT-mediated social capital and social support: Key mediating mechanisms of sense of group. Technological Forecasting and Social Change, 79(9), 1592-1604. doi:10.1016/j.techfore. 2012.05.013
- van Kruiningen, J. F. (2013). Educational design as conversation: A conversation analytical perspective on teacher dialogue. Teaching and Teacher Education, 29, 110-121. doi:10.1016/j. tate.2012.08.007
- Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246.
- Wetzels, M., Odekerken-Schroder, G., & Van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. Management Information Systems Quarterly, 33(1), 177-195.
- Wirtz, B. W., Piehler, R., & Ullrich, S. (2013). Determinants of social media website attractiveness. Journal of Electronic Commerce Research, 14(1), 11-33.
- Yang, S.-C., & Liu, S.-F. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20(6), 733-761. doi:10.1016/j.chb.2004.02.005
- Yuen, A. K., & Ma, W. K. (2008). Exploring teacher acceptance of e-learning technology. Asia-Pacific Journal of Teacher Education, 36(3), 229-243. doi:10.1080/13598660802232779