Abstract
Distance education in now a new platform for the continuing education of teachers. This education form, characterized by its autonomy in organization, pertinence in content, flexibility in form, has become one of the most important methods for teachers’ professional development in network age. The efficiency of distance education depends on greatly on teachers’ active participation, so a study of teachers’ self-efficacy is very important. This study, based on relevant theories on self-efficacy, provides a clear definition about teachers’ self-efficacy in distance learning, and focuses on an empirical research on the self-efficacy of the teachers participating distance education with the help of a scientific questionnaire.
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© 2014 Springer International Publishing Switzerland
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Zhang, J., Li, J., Liu, F. (2014). An Empirical Research on Teachers’ Self-Efficacy in Distance Learning. In: Cheung, S.K.S., Fong, J., Zhang, J., Kwan, R., Kwok, L.F. (eds) Hybrid Learning. Theory and Practice. ICHL 2014. Lecture Notes in Computer Science, vol 8595. Springer, Cham. https://doi.org/10.1007/978-3-319-08961-4_31
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DOI: https://doi.org/10.1007/978-3-319-08961-4_31
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-08960-7
Online ISBN: 978-3-319-08961-4
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