Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes

Helga Dorner, Swapna Kumar

Abstract


This study examines Hungarian pre- and inservice teachers’ satisfaction (n=154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with online mentoring. Self-efficacy with technology was identified as a must-be attribute. Online communication was a one-dimensional attribute contributing to linear increase of mentees’ satisfaction, although preservice and inservice teachers’ perceptions about the mentor’s activity in the MIM differed. The results reinforce the importance of online communication during online collaborative mentoring.

Keywords


online collaborative mentoring, satisfaction, Kano model

Full Text:

PDF

References


Arefi, M., Heidari, M., Morkani, G. S., & Zandi, K. (2012). Application of Kano model in higher education quality improvement: Study Master’s degree program of educational psychology in state universities of Tehran. World Applied Sciences Journal, 17(3), 347-353.

Aust, R., Newberry, B., O’Brien, J., & Thomas, J. (2005). Learning generation: Fostering innovation with tomorrow’s teachers and technology. Journal of Technology and Teacher Education, 13(2), 167-195.

Author (20XX)

Author (20YY)

Authors (20XX)

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall, Inc.

Bai, H., & Ertmer, P. A. (2008). Teacher educators’ beliefs and technology uses as predictors of pre-service teachers’ beliefs and technology attitudes. Journal of Technology and Teacher Education, 16(1), 93-112.

Balanskat, A., Blamire, R., & Kafal, S. (2007). A review of studies of ICT impact on schools in Europe. European Schoolnet.

Beyerbach, B. A., Walsh, C., & Vannatta, R. A. (2001). From teaching technology to using technology to enhance student learning: Preservice teachers' changing perceptions of technology infusion. Journal of Technology and Teacher Education, 9(1), 105-127.

Biemara, L. L., & Merriam, S. B. (2002). E-mentoring: using computer mediated communication to enhance the mentoring process. Innovative Higher Education, 26, 211-227.

Bullock, D. (2004). Moving from theory to practice; An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211-237.

Caspi, A. & Blau, I. (2008). Social presence in online discussion groups: testing three conceptions and their relations to perceived learning, Social Psychology of Education, 11, 323-346.

Chan, T., Rosemann, M., & Tan, S.-Y. (2014). Identifying satisfaction factors in tertiary education: The case of an information systems program. In Proceedings of the 35th International Conference on Information Systems: Building a Better World Through Information Systems, AISeL, Auckland, New Zealand.

Chen, L.-F. (2012). A novel approach to regression analysis for the classification of quality attributes in the Kano model: an empirical test in the food and beverage industry. Omega, 40, 651-659.

Chen, C. C., & Chuang, M.-C. (2008). Integrating the Kano model into a robust design approach to enhance customer satisfaction with product design. International Journal of Production Economics, 114, 667-681.

Chen, Y. H., Chen, N. S., & Tsai, C. C. (2009). The use of online synchronous discussion for web-based professional development for teachers. Computers & Education, 53(4), 1155-1166.

Chien, E-K. (2007). Using the learning satisfaction improving model to enhance the teaching quality. Quality Assurance in Education, 15(2), 192 — 214.

Compeau, D.R., & Higgins, C.A. (1995, June). Computer self-Efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211.

DiRenzo, M., Linnehan, F., Shao, P., & Rosenberg, W. L. (2010). A moderated mediation model of e-mentoring. Journal of Vocational Behavior, 76, 292−305.

Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology? Journal of Research on Technology in Education, 35(3), 342-361.

El-Sayed, M. E. M. & Burke, K. (2010). Transforming teaching evaluation to quality indices. Quality Approaches in Higher Education, 1(2), 16-23.

Engeström, Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on Activity Theory (pp. 377-404). New York, NY: Cambridge University Press.

Ensher, E. A., Heun, C., & Blanchard, A. (2003). Online mentoring and computer-mediated communication: new directions in research. Journal of Vocational Behaviour 63(2), 264-288.

Feiman-Nemser, S. (1998). Teachers as teacher educators. European Journal of Teacher Education, 21(1), 63-74.

Gore, J. M. (1987). Reflecting on reflective teaching. Journal of Teacher Education, 38(2), 33—39.

Grove, K., Strudler, N., & Odell, S. (2004). Mentoring toward technology use: Cooperating teacher practice in supporting student teachers. Journal of Research on Technology in Education, 37(1), 85-110.

Gareis, C. R., & Nussbaum-Beach, S. (2007). Electronically mentoring to develop accomplished professional teachers. Journal of Personnel Evaluation in Education, 20, 227-246.

Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard et al. (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 352-355). Hershey, PA: IGI Global.

Haydn, T. A. & Barton, R. (2007). Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers & Education, 49(4), 1018-1036.

Hew, K. F., & Knapczyk, D. (2007). Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum. Instructional Science, 35, 1-40.

Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207-216.

Hostetter, C. & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of the Scholarship of Teaching and Learning, 13(1), 77 — 86.

Hramiak, A. (2010). Online learning community development with teachers as a means of enhancing initial teacher training. Technology, Pedagogy and Education, 19(1), 47-62.

Judge, S., & O'Bannon, B. (2007). Integrating technology into field-based experiences: A model that fosters change. Computers in Human Behavior, 23(1), 286-302.

Kano, N., Seraku, N., Takahashi, F., & Tsuji, S. (1984). Attractive quality and must be quality. Hinshitsu, The Journal of the Japanese Society for Quality Control, 14(2), 39-48.

Kárpáti A., & Blamire R. (2008). Evaluation and validation of the first European Learning Resource Exchange. (Final Validation Report of the CALIBRATE project). Retrieved July 25, 2016 from https://ictedupolicy.org/system/files/d4_3_evaluation_reportfinal.pdf

Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408.

Koh, J. H. L. & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58.

Liaw, S-S. & Huang, H-M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60, 14-24.

Lin, Y.-M., Lin, G.-Y., & Laffey, J. M. (2008). Building a social and motivational framework for understanding satisfaction in online learning. Journal of Educational Computing Research, 38(1), 1-27.

Macdonald, D. (1999). Teacher attrition: a review of literature. Teaching and Teacher Education 15(8), 835—848.

Mathur, S. R., Gehrke, R., & Kim, S. H. (2013). Impact of a teacher mentorship program on mentors’ and mentees’ perceptions of classroom practices and the mentoring experience, Assessment for Effective Intervention, 38(3) 154-162.

Matzler, K., & Hinterhuber, H. H. (1998). How to make product development projects more successful by integrating Kano’s model of customer satisfaction into quality function deployment. Technovation 18(1), 25—38.

Matzler, K., & Sauerwein, E. (2002). The factor structure of customer satisfaction: an empirical test of the importance grid and the penalty-reward-contrast analysis. International Journal of Service Industry Management, 13(4), 314 — 332.

Mikulic, J. & Prebezac, D. (2011). A critical review of techniques for classifying quality attributes in the Kano model. Managing Service Quality, 21(1), 46-66.

Peralta, H. & Costa, F. A. (2007). Teacher’s competence and confidence regarding the use of ICT. Educational Sciences Journal, 3, 75 84.

Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived leaning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88.

Shee, D.Y. & Wang, Y.-S. (2008). Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications. Computers & Education, 50, 894—905.

Sung, D. (2009). Attractive quality attributes of English Language Teaching at two east Asian universities. The Journal of Asia TEFL, 6(4), 131-149.

Tallent-Runnels, M. K., Thomas, J., Lan, W., Cooper, S. Ahern, T. Shaw, S., & Liu X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.

Thomson, A. D., Schmidt, D. A., & Davis, N. E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Developments, 51(1), 73-89.

Tondeur, J., van Braak, J., Sang, G., Voogt, J, Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134-144.

United Nations Educational, Scientific and Cultural Organization (2008). ICT competency standards for teachers. Competency standards modules. Paris: UNESCO. Retrieved July 6, 2016, from http://unesdoc.unesco.org/images/0015/001562/156207e.pdf

United Nations Educational, Scientific and Cultural Organization (2011). UNESCO ICT competency framework for teachers. Paris: UNESCO. Retrieved July 6, 2016, from http://unesdoc.unesco.org/images/0021/002134/213475e.pdf

Vavra, T. G. (1997). Improving your measurement of customer satisfaction: a guide to creating, conducting, analyzing and reporting customer satisfaction measurement program. ASQC Quality Press: Milwaukee, WI.

Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.

Xu, Q., Jiao, R. J., Yang, X., & Helander, M. (2009). An analytical Kano model for customer need analysis. Design Studies, 30, 87-110.

Yang, S.C. & Liu, S.F. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20, 733-761.

Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807—840.




DOI: http://dx.doi.org/10.24059/olj.v21i4.1020