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The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

Rienties, B, Brouwer, N and Lygo-Baker, S (2013) The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology TEACHING AND TEACHER EDUCATION, 29. pp. 122-131.

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Item Type: Article
Divisions : Department of Higher Education
Authors :
AuthorsEmailORCID
Rienties, BUNSPECIFIEDUNSPECIFIED
Brouwer, NUNSPECIFIEDUNSPECIFIED
Lygo-Baker, SUNSPECIFIEDUNSPECIFIED
Date : 1 January 2013
Identification Number : 10.1016/j.tate.2012.09.002
Uncontrolled Keywords : Social Sciences, Education & Educational Research, EDUCATION & EDUCATIONAL RESEARCH, Teacher beliefs and intentions towards learning, Teacher education, Pre-post test, TPACK, Impact, Higher education, Quantitative, PEDAGOGICAL CONTENT KNOWLEDGE, STUDENTS, INTEGRATION, ROLES
Related URLs :
Additional Information : NOTICE: this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 29(1), January 2013, DOI 10.1016/j.tate.2012.09.002.
Depositing User : Symplectic Elements
Date Deposited : 31 Jan 2013 13:24
Last Modified : 17 Jan 2015 14:42
URI: http://epubs.surrey.ac.uk/id/eprint/745580

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