A comparative study of factors associated with technology-enabled learning between the United States and South Korea

Insook Han, Soo yong Byun, Won Sug Shin

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

Using nationally representative data for lower secondary teachers from the 2013 Teaching and Learning International Survey, we examined differences in factors associated with technology-enabled learning between the United States and South Korea. The results confirmed the importance of teachers’ self-efficacy and their participation in professional development for technology-enabled learning in both countries. However, we found differences in the degree to which participation in professional development mattered to technology-enabled learning between the two countries. In addition, we found that cooperation and gender were significant predictors of technology-enabled learning in South Korea but not in the United States. By contrast, having constructivist beliefs was a significant predictor in the United States, but not in South Korea. The article goes on to highlight differences in information and communication technology policy environments between the United States and South Korea that may potentially explain these between-country differences in factors associated with technology-enabled learning.

Original languageEnglish (US)
Pages (from-to)1303-1320
Number of pages18
JournalEducational Technology Research and Development
Volume66
Issue number5
DOIs
StatePublished - Oct 1 2018

All Science Journal Classification (ASJC) codes

  • Education

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