Predicting teachers’ use of digital learning materials: combining self-determination theory and the integrative model of behaviour prediction

In this article, we report on a study that investigated the motivational (e.g., intrinsic motivation) and dispositional variables (e.g., attitudes) that determine teachers’ intention to use or not to use Digital Learning Materials (DLMs). To understand the direct and indirect relationships between these variables we replicated a study of Hagger et al. (2006) in which Self- Determination Theory (SDT) and the Theory of Planned Behavior (TBP)/Integrated Model of Behavior Prediction (IMBP) are combined according Vallerand’s (1997) proposal to distinguish between global level psychological needs, contextual-level and situational-level motivational constructs. Using a sample of 1273 teachers, our preliminary findings supported the findings of Hagger et al. (ibid). The combined model of Hagger et al. (ibid) potentially provides us with a more comprehensive explanation of teachers’ volitional behavior regarding their use of DLMs in their pedagogical practices than would be possible on the bases of SDT or IMBP alone

The role of transformative leadership, ICT-infrastructure and learning climate in teachers’ use of digital learning materials during their classes

This study investigated whether the school organizational variables transformative leadership (TL), ICT-infrastructure (technical and social), and organizational learning climate were related to teachers’ dispositional variables attitude, perceived norm, and perceived behavior control (PBC). The direct and indirect influences of these variables on teachers’ intention and use of modern technology such as digital learning materials (DLMs) were also investigated. A longitudinal design was used with three measurements spread out over three years, with 544 randomly selected teachers from the Dutch primary, secondary and vocational education. Model fit was tested using structural equation modeling (SEM). All dispositional variables predicted the use of DLMs, mediated by teachers’ intention. TL had direct and indirect relationships via ICT-infrastructure and learning climate with attitude, perceived norm, and PBC. The longitudinal design proved the chronological effect of TL on learning climate and the dispositional variables. However, not all TL dimensions had relationships with ICT-infrastructure (only TL-vision and TL-intellectual stimulation) and with learning climate (only TL-intellectual stimulation). For educational practice, the results indicated that leadership can promote teachers’ use of DLMs directly and by supporting a school wide learning climate under the condition that an ICT-infrastructure exists

Welke schoolleiderkenmerken bevorderen het toepassen van digitaal leermateriaal door leraren?

Transformatief leiderschap beïnvloedt het innovatieve gedrag en de professionalisering van werknemers. In deze studie is nagegaan of dit ook geldt voor het inzetten van digitale leermaterialen (DLMs) door leraren In hun onderwijspraktijk. Eerder onderzoek naar het toepassen van DLMs heeft uitgewezen dat vooral self-efficacy, evenals houding en In mindere mate de ervaren subjectieve norm de intentie van leraren om DLMs te gebruiken beïnvloeden. Om er zicht op te krijgen hoe het gebruik ven DLMs bevorderd kan worden, is nagegaan of schoolleider kenmerken, via ICT-beleid en professionaliseringactiviteiten, de kernvariabelen self-efficacy, houding en subjectieve norm beïnvloedt. Deze kernvariabelen gelden als belangrijke voorspellers van gedrag. Uit de resultaten van de vragenlijst afgenomen bij 543 leraren uit het primair en voortgezet onderwijs en het middelbaar beroepsonderwijs bleken twee dimensies van transformatief leiderschap relevant te zijn, te weten viste en intellectuele stimulans. Deze leiderschapsdimensies bleken via ICT-beleid en via professionaliseringsactiviteiten de self­efficacy, houding en subjectieve norm te beïnvloeden. Deze laatste beïnvloeden op hun beurt, vla de Intentie om DLMs toe te passen, het feitelijk gebruik ven DLMs in de onderwijspraktijk. Kortom, sommige leiderschapskenmerken bevorderen het toepassen van DLMs door leraren

Validation of a wide plate finite element model using digital image correlation

To investigate the influence of global plastic deformations on girth weld defect tolerance in pipelines, a parametric finite element model has been developed. This paper provides an experimental validation of the model. It describes the test setup and instrumentation used for the evaluation of plastic strain fields around a notch in a tension loaded non-welded X65 mini wide plate. LVDT measurements and digital image correlation (DIC) results are compared to each other and to the results of finite element simulations. Whereas some deviation is observed owing to unavoidable experimental uncertainties and limitations of finite element modelling, the overall correspondence is more than satisfying

The role of knowledge sharing self-efficacy in sharing Open Educational Resources

In the current paper we report on a study regarding teachers’ sharing behavior regarding their Open Educational Resources (OER) in the Netherlands. Little is known about how many teachers actually share their learning materials and, therefore, an attempt was made to estimate the number of Dutch teachers and the types of OER they share. Second, we tried to find out whether knowledge sharing self-efficacy facilitated, and evaluation apprehension and trust inhibited teachers to share OER in two different contexts of sharing behavior; sharing with colleagues at their school (interpersonal sharing) and sharing with the public through Internet (Internet sharing). A survey among 1,568 teachers from primary to higher education was undertaken to test the relative importance of knowledge sharing self-efficacy, evaluation apprehension and trust in determining Dutch teachers’ intention to share The results showed that a large proportion of the Dutch teachers shared their OER, but that this sharing was limited to learning materials with low complexity (e.g., texts or images). Moreover, sharing occurred twice as much interpersonally than via websites. Our hypothesis that evaluation apprehension is significantly related to sharing behavior as well as the intention to share was not confirmed. Self-efficacy to share knowledge did, however, explain some of the differences in sharing behavior and in the intention to share of Dutch teachers, although the variables under study accounted only for a small amount of variance. Our findings should thus be replicated in further studies and other variables should be considered that could effectively predict OER sharing behavior of teachers

Active commuting to school, cognitive performance, and academic achievement: an observational study in Dutch adolescents using accelerometers

Background: The current study examined the associations between active commuting to school, cognitive performance, and academic achievement in Dutch adolescents. In addition, it was explored whether these associations were moderated by sex and mediated by depressive symptoms. Methods: Students in grades 7 and 9 (N = 270; mean age 13.4 years; 53% boys) were included. Active commuting to school was measured objectively by an ActivPAL3™ accelerometer. Cognitive performance was measured by the d2 Test of attention (key components of executive functioning) and the Symbol Digit Modalities Test (information-processing speed). Academic achievement was determined by the mean of the school grades obtained in Dutch, mathematics and English. Depressive symptoms were self-reported. Results: Active commuting to school constituted 28% of the total amount of time spent moving per week. Active commuting to school was not significantly associated with cognitive performance and academic achievement, overall. However, active commuting to school was positively associated with performance on the d2 Test of attention in girls (β = .17, p = .037), but not in boys (β = −.03, p =.660). The associations were not mediated by depressive symptoms. Conclusions: The associations between active commuting to school and cognitive performance and academic achievement are weak and might be moderated by sex, while the greatest benefits on cognition due to active commuting to school might be with regard to executive functioning. Future studies might make use of experimental designs, because causal relations between active commuting to school and cognitive performance or academic achievement would provide important implications for both education and public health.This research was supported by the NIHC (Nationaal Initiatief Hersenen & Cognitie [National Initiative Brain & Cognition]) funded by FES (Fonds Economische Structuurversterking [Fund Economic Structure Reinforcement])

The Association Between Objectively Measured Physical Activity and Academic Achievement in Dutch Adolescents: Findings From the GOALS Study

The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents