Using the mTSES to Evaluate and Optimize mLearning Professional Development

The impact of targeted professional development activities on teachers’ perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher’s Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional d...

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Autores principales:	Robert Leo Power, Dean Cristol, Belinda Gimbert, Robin Bartoletti, Whitney Kilgore
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	CSAM mLearning mobile learning mTSES professional development self-efficacy Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ea633ac453db481cb20ae3764ca6b97f
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spelling	oai:doaj.org-article:ea633ac453db481cb20ae3764ca6b97f2021-12-02T19:25:57ZUsing the mTSES to Evaluate and Optimize mLearning Professional Development10.19173/irrodl.v17i4.24591492-3831https://doaj.org/article/ea633ac453db481cb20ae3764ca6b97f2016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2459https://doaj.org/toc/1492-3831 The impact of targeted professional development activities on teachers’ perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher’s Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional development course on teachers’ confidence with and interest in mobile learning. The current study looks at changes in perceptions of self-efficacy amongst participants in another open course about mobile learning called Instructional Design for Mobile Learning (ID4ML), which took place from May 4 – June 6, 2015 (Power, Bartoletti & Kilgore, 2015). The purpose of this study is to verify the reliability and construct validity of the mTSES instrument developed by Power (2015a, 2015b) and Power, Cristol and Gimbert (2014), and to explore trends in self-efficacy changes amongst a more diversified participant population. This paper reports on the findings from the analysis of data collected using the mTSES tool. The findings provide useful feedback on the impacts of participating in the ID4ML course. They also provide further support for the utility of the mTSES instrument as a measure of perceptions of self-efficacy with mobile learning. These findings point to the potential utility of the mTSES as a tool for both planning and evaluating mLearning professional development training for teachers. Robert Leo PowerDean CristolBelinda GimbertRobin BartolettiWhitney KilgoreAthabasca University PressarticleCSAMmLearningmobile learningmTSESprofessional developmentself-efficacySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	CSAM mLearning mobile learning mTSES professional development self-efficacy Special aspects of education LC8-6691
spellingShingle	CSAM mLearning mobile learning mTSES professional development self-efficacy Special aspects of education LC8-6691 Robert Leo Power Dean Cristol Belinda Gimbert Robin Bartoletti Whitney Kilgore Using the mTSES to Evaluate and Optimize mLearning Professional Development
description	The impact of targeted professional development activities on teachers’ perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher’s Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional development course on teachers’ confidence with and interest in mobile learning. The current study looks at changes in perceptions of self-efficacy amongst participants in another open course about mobile learning called Instructional Design for Mobile Learning (ID4ML), which took place from May 4 – June 6, 2015 (Power, Bartoletti & Kilgore, 2015). The purpose of this study is to verify the reliability and construct validity of the mTSES instrument developed by Power (2015a, 2015b) and Power, Cristol and Gimbert (2014), and to explore trends in self-efficacy changes amongst a more diversified participant population. This paper reports on the findings from the analysis of data collected using the mTSES tool. The findings provide useful feedback on the impacts of participating in the ID4ML course. They also provide further support for the utility of the mTSES instrument as a measure of perceptions of self-efficacy with mobile learning. These findings point to the potential utility of the mTSES as a tool for both planning and evaluating mLearning professional development training for teachers.
format	article
author	Robert Leo Power Dean Cristol Belinda Gimbert Robin Bartoletti Whitney Kilgore
author_facet	Robert Leo Power Dean Cristol Belinda Gimbert Robin Bartoletti Whitney Kilgore
author_sort	Robert Leo Power
title	Using the mTSES to Evaluate and Optimize mLearning Professional Development
title_short	Using the mTSES to Evaluate and Optimize mLearning Professional Development
title_full	Using the mTSES to Evaluate and Optimize mLearning Professional Development
title_fullStr	Using the mTSES to Evaluate and Optimize mLearning Professional Development
title_full_unstemmed	Using the mTSES to Evaluate and Optimize mLearning Professional Development
title_sort	using the mtses to evaluate and optimize mlearning professional development
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/ea633ac453db481cb20ae3764ca6b97f
work_keys_str_mv	AT robertleopower usingthemtsestoevaluateandoptimizemlearningprofessionaldevelopment AT deancristol usingthemtsestoevaluateandoptimizemlearningprofessionaldevelopment AT belindagimbert usingthemtsestoevaluateandoptimizemlearningprofessionaldevelopment AT robinbartoletti usingthemtsestoevaluateandoptimizemlearningprofessionaldevelopment AT whitneykilgore usingthemtsestoevaluateandoptimizemlearningprofessionaldevelopment
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Using the mTSES to Evaluate and Optimize mLearning Professional Development

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