Please use this identifier to cite or link to this item:
|Other Titles:||Cooperation in Online Communities on the Perceived Usefulness of Instruction for Early Childhood Educators: The Moderation of Online Social Connection|
National Taiwan Normal University
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.
|Appears in Collections:||教育科學研究期刊|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.