Dissertation/Thesis Abstract

iEARN facilitators' perceptions of roles, motivating and inhibiting factors.
by Al-Waaili, Mahmoud, M.S., University of Leeds (United Kingdom), 2011, 94; 1524882
Abstract (Summary)

The purpose of this study was to identify the perceptions of iEARN online facilitators with regards to successful online facilitator’s roles and their current practice roles. Additionally, the study also attempted to identify the 5 top motivating and inhibiting factors that influence iEARN facilitators’ roles and affect their performance. The study revealed that iEARN facilitators generally possess a relatively high perception of the successful online facilitator roles. The results of the quantitative questionnaire used to collect data from 35 subjects also demonstrate that iEARN facilitators’ perception of their current practice of the successful roles do not match with their perceptions of successful facilitator roles. Moreover, the results also showed that iEARN facilitators view intrinsic incentives as the top motivating factors that influence their performance. The study also revealed the 5 top inhibiting factors as per the subjects of the study. This dissertation has helped to bridge the gap between what iEARN facilitators view as successful roles and what they actually do in reality along with the most influential motivating and inhibiting factors.

Indexing (document details)
Advisor: McPherson, Maggie
Commitee:
School: University of Leeds (United Kingdom)
School Location: England
Source: MAI 52/04M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Education, Teacher education, Educational technology
Keywords:
Publication Number: 1524882
ISBN: 9781303696534