Teacher responsibility in distance education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F16%3A50004565" target="_blank" >RIV/62690094:18450/16:50004565 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.sciencedirect.com/science/article/pii/S1877042816000677" target="_blank" >http://www.sciencedirect.com/science/article/pii/S1877042816000677</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2016.02.042" target="_blank" >10.1016/j.sbspro.2016.02.042</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teacher responsibility in distance education

Popis výsledku v původním jazyce

This paper is focused on characteristics of education, including distance education and comparison of the extent of teacher responsibility. We are researching whether, and if so, how the scope and the content of teacher responsibility change in connection with the implementation of ICT into the educational process. The question is whether teachers in distance education bear greater responsibility. The issue of teacher responsibility is often addressed in declarative documents, codes of ethics, and legal regulations. The aim of this paper is to capture different levels of responsibility and the tendencies in the perception of teacher responsibility in connection with the changing concept of education and with the use of ICT in distance education. The paper primarily uses hermeneutic approach, the interpretation being based on a frequency analysis of motifs from studentś essays. Surveying teachers was used as a complementary method. our results are based on a frequency analysis of motifs from essays written by students of pedagogical faculties in 2013 and 2015, and their interpretation. They are complemented with ideas which occurred in a survey carried out among teachers at the Pedagogical Faculty and the Faculty of Informatics and Management in 2013.

Název v anglickém jazyce

Teacher responsibility in distance education

Popis výsledku anglicky

This paper is focused on characteristics of education, including distance education and comparison of the extent of teacher responsibility. We are researching whether, and if so, how the scope and the content of teacher responsibility change in connection with the implementation of ICT into the educational process. The question is whether teachers in distance education bear greater responsibility. The issue of teacher responsibility is often addressed in declarative documents, codes of ethics, and legal regulations. The aim of this paper is to capture different levels of responsibility and the tendencies in the perception of teacher responsibility in connection with the changing concept of education and with the use of ICT in distance education. The paper primarily uses hermeneutic approach, the interpretation being based on a frequency analysis of motifs from studentś essays. Surveying teachers was used as a complementary method. our results are based on a frequency analysis of motifs from essays written by students of pedagogical faculties in 2013 and 2015, and their interpretation. They are complemented with ideas which occurred in a survey carried out among teachers at the Pedagogical Faculty and the Faculty of Informatics and Management in 2013.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Procedia - social and behavioral sciences

ISBN

—

ISSN

1877-0428

e-ISSN

—

Počet stran výsledku

7

Strana od-do

544-550

Název nakladatele

Elsevier

Místo vydání

Amsterdam

Místo konání akce

Istanbul

Datum konání akce

13. 10. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000387478700066