Onliine Learning Communities and Secondary Educators' Tech-enhanced Instructional practices correlational Study

Framework

My research is grounded in the ARCS Model of Motivation, developed by John Keller. This theoretical framework examines four key components of motivation in learning environments: Attention, Relevance, Confidence, and Satisfaction. By applying this model to educators' engagement in online learning communities, I aim to understand the motivational factors driving participation and their relationship to tech-enhanced instructional practices.
Additionally, my study incorporates elements of social learning theory, recognizing the collaborative nature of online learning communities. This perspective helps explore how educators learn from and with each other in digital spaces, influencing their professional growth and technology integration practices.
The research also draws on technology adoption theories, considering how educators' beliefs, attitudes, and experiences shape their engagement with online communities and subsequent implementation of tech-enhanced practices in their classrooms.

Methods

My study employs a correlational research design using a cross-sectional survey of secondary educators (grades 6-12) who are TCEA members. The custom-designed survey, distributed via Qualtrics, covers demographics, online community engagement, tech-enhanced practices, and ARCS motivation components. Data collection will span three weeks, targeting a minimum of 200 participants. Analysis using IBM SPSS Statistics 28 will include descriptive statistics, Pearson correlations, and multiple regression to examine relationships between variables and assess predictive factors. This methodology allows for comprehensive exploration of how online community engagement relates to educators' tech-enhanced practices, considering demographic and motivational influences.

Results

As this study is still in progress, results are not yet available. However, I anticipate finding a positive correlation between educators' engagement in online learning communities and their implementation of tech-enhanced instructional practices. I expect to identify key demographic factors that influence participation in these communities, providing insights into potential barriers or facilitators. Additionally, I anticipate that the ARCS Model components will show significant relationships with engagement levels, offering valuable information for designing motivating online professional development experiences. These expected outcomes will contribute to our understanding of how to effectively leverage online communities for educator professional growth and technology integration in secondary education.

Importance

This study addresses a critical gap in our understanding of how online learning communities influence educators' tech-enhanced instructional practices. By examining the relationship between community engagement and classroom technology integration, we provide valuable insights for improving professional development strategies in the digital age. Our exploration of demographic factors and motivational components offers a nuanced perspective on educator participation, potentially informing more inclusive and effective online learning designs.
For conference attendees, this research offers practical implications for enhancing educator professional growth and technology adoption. Leaders will gain insights into fostering engaged online communities, while educators will learn strategies for leveraging these platforms to improve their tech-enhanced teaching. Ultimately, this study contributes to the broader goal of enhancing education through effective technology integration, making it highly relevant to diverse education technology stakeholders.

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