Abstract:

This research aimed at assessing the perceptions of 90 K 12 teachers about a b-learning course on ICT integration in the curriculum. The teacher trainees were asked to plan some class activities, using Web 2.0 technologies; they also discussed several issues related to education in the knowledge society, such as new ways and strategies for infusing ICT in the national curricula. A learning environment supported by the communication platform NING was designed. At the end of the course, a satisfaction survey, which was the basis for this research, was applied to assess the various dimensions of the course. Variables such as course design, ICT skills, collaboration, instructor’s feedback, technologies, time management and satisfaction were assessed. The majority of the trainees (83.3%) affirmed that, in the future, they would easily choose a b-learning modality course; three face-to-face sessions – at the beginning, in the middle and at the end of the course - have proved to be enough to provide support in technological issues, organize the team work, develop stronger relationships, keep the trainees on track. The results indicate positive perceptions about the online learning environment and strong relationships with both endogenous and exogenous dimensions.

Method:
Participants in this research were 86 teacher trainees and an instructor in a b-learning course aimed at developing teachers’ skills and attitudes towards using web 2.0 tools in the classroom and infusing them in the national curriculum; the teachers trainees enrolled in a 8 sessions teacher training program, between December 2011 and the end of February 2012. The participants responded to a pen and paper survey during the last face-to-face meeting.
Measures
The survey had a first section of 4 items on demographic information; the second section was designed to measure the trainees experiences with computers and the Internet (6 items); the third 15 items section measured the trainees perceptions about the course design, such as goals, content, resources and technological environment, online collaboration, time management and instructors’ feedback. Each item was measured on a 5 points scale of intensity.

Results:
The usual procedures of structural equation model were followed; the relationships among the constructs were all significant; the main resulting path coefficients of the model for the trainees satisfaction. Path estimates for satisfaction (r2=0,838), Course design, β=0.474, p. <0.01; tutor (β =0.618, p. <0.01); online collaboration (β= 0.452, p. <0.01); time management β= 0.527, <0.01).
Composite reliability (ranging from 0.84 to 0.92) was calculated for each dimension of the survey; tests measuring the extracted variance (from 0. 79 to 0.82) were also carried out.
Both convergent and discriminant validity were verified. All factor loadings were higher than 0.80. Correlations examination among the five dimensions measured and all the correlations were lower than 0.85, suggesting an adequate discriminant validity.

Discussion:
The purpose of the research was to explore the factors of the trainees’ satisfaction with an e-learning environment. The structural equation modeling tested the research model and the results proved a good fit to the data.
References
Garrison, D. R., Vaughan, D. N. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: John Willey & Sons.

Keywords:

b-learning, collaboration, learning environment, teacher training.