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The Effects of Digital Teaching Resources on Teachers' Motivation in the Blended Education Environment

Received: 12 July 2023     Accepted: 2 August 2023     Published: 4 August 2023
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Abstract

Blended learning is an innovative educational practice in the development process of intelligent education. Teachers continuously experiment and learn from their experiences in blended learning environments to find a widely implemented teaching model. Two essential factors influencing the promotion of blended learning are digital teaching resources and teacher motivation. However, the purpose, content, and development of digital teaching resources supplied in a blended education environment have changed dramatically. There is an urgent need to rethink the impact of digital teaching resources on teacher motivation. This study explores the positive role of digital teaching resources on teacher motivation in blended learning environments. A survey on the factors influencing blended learning practices involved 365 secondary school teachers. The regression and path analysis results indicate that digital teaching resources are central to enhancing teacher motivation in blended learning environments. There are differences in the effects of practical experience on digital teaching resources and teacher motivation. While digital learning platforms only influence the external motivation of teachers, they do not significantly impact internal motivation. School administrators are responsible for coordinating digital teaching resources and teacher motivation. The study recommends further improving and optimizing digital educational systems to promote blended learning, thereby enhancing the durability and stability of teacher motivation.

Published in Education Journal (Volume 12, Issue 4)
DOI 10.11648/j.edu.20231204.18
Page(s) 167-174
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Blended Learning, Digital Teaching Resources, Teacher Motivation, Secondary School Teachers

References
[1] Huang, R. H.; Yao, Y.; Liu, J.; Wang, H. H.; Yang, D.; Wang, S. F.; Li, J. H.; Renato Opertti; Ahmed Tlili; Yang, J. F.; Zhang, D. W.; Kang, C. Y.; Yang, Y (2022). Hybrid Education, Learning, Assessment. Beijing: National Engineering Research Center for Internet Education Intelligent Technology and Application. https://creativecommons.org/licenses/by/4.0/legalcode.zh-Hans.
[2] Burgess, Simon, and Hans Henrik Sievertsen (2020). "Schools, skills, and learning: The impact of COVID-19 on education." VoxEu. org 1.
[3] Chen, Tinggui, Lijuan Peng, Xiaohua Yin, Jingtao Rong, Jianjun Yang, and Guodong Cong (2020). "Analysis of user satisfaction with online education platforms in China during the COVID-19 pandemic." In Healthcare, vol. 8, no. 3, p. 200. Multidisciplinary.
[4] Wang, Chuanyi, Zhe Cheng, Xiao-Guang Yue, and Michael McAleer. "Risk management of COVID-19 by universities in China." (2020): 36.
[5] Mseleku, Z. (2020). A literature review of E-learning and E-teaching in the era of Covid-19 pandemic. International Journal of Innovative Science and Research Technology. vol. 5, Issue 10. p. 588-597.
[6] Crawford, Joseph, Kerryn Butler-Henderson, Jürgen Rudolph, Bashar Malkawi, Matt Glowatz, Rob Burton, Paulo Magni, and Sophia Lam. (2020) "COVID-19: 20 countries' higher education intra-period digital pedagogy responses." Journal of Applied Learning & Teaching, 3, no. 1, p. 1-20.
[7] Kerres, Michael (2020). "Against all odds: Education in Germany coping with Covid-19." Postdigital Science and Education: 1-5.
[8] Zhou J. (2017). Questionnaire data analysis-Cracking the six categories of analysis ideas of SPSS [M]. Electronic Industry Press.
[9] Wu, M. L. (2021). Questionnaire Statistical Analysis Practice- SPSS Statistical Analysis and Practice Operation and Applicatio. Chongqing University Press. pp. 237–238, 249.
[10] Taber, K. T. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
[11] The SPSSAU project (2023). SPSSAU. (Version 23.0) [Online Application Software]. Retrieved from https://www.spssau.com.
[12] Yang, X. M. (2017). Internet + education: learning resource construction and development. Electronic Industry Press.
[13] Ibrahim, M. M.; Nat, M. Blended learning motivation model for instructors in higher education institutions. Int. J. Educ. Technol. Higher Educ. 2019, 16, 1–21. DOI: 10.1186/s41239-019-0145-2.
[14] Lai, M.; Lam, K. M.; Lim, C. P. (2016). Design principles for the blend in blended learning: A collective case study. Teach. High Educ. 2016, 21, 716–729. DOI: 10.1080/13562517.2016.1183611.
[15] Huang, Q. (2019). Comparing teacher’s roles of F2f learning and online learning in a blended English course. Comput. Assist. Lang. Learn. 2019, 32, 190–209. DOI: 10.1080/09588221.2018.1540434.
Cite This Article
  • APA Style

    Lin Wang, Yanfen Huang. (2023). The Effects of Digital Teaching Resources on Teachers' Motivation in the Blended Education Environment. Education Journal, 12(4), 167-174. https://doi.org/10.11648/j.edu.20231204.18

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    ACS Style

    Lin Wang; Yanfen Huang. The Effects of Digital Teaching Resources on Teachers' Motivation in the Blended Education Environment. Educ. J. 2023, 12(4), 167-174. doi: 10.11648/j.edu.20231204.18

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    AMA Style

    Lin Wang, Yanfen Huang. The Effects of Digital Teaching Resources on Teachers' Motivation in the Blended Education Environment. Educ J. 2023;12(4):167-174. doi: 10.11648/j.edu.20231204.18

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  • @article{10.11648/j.edu.20231204.18,
      author = {Lin Wang and Yanfen Huang},
      title = {The Effects of Digital Teaching Resources on Teachers' Motivation in the Blended Education Environment},
      journal = {Education Journal},
      volume = {12},
      number = {4},
      pages = {167-174},
      doi = {10.11648/j.edu.20231204.18},
      url = {https://doi.org/10.11648/j.edu.20231204.18},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231204.18},
      abstract = {Blended learning is an innovative educational practice in the development process of intelligent education. Teachers continuously experiment and learn from their experiences in blended learning environments to find a widely implemented teaching model. Two essential factors influencing the promotion of blended learning are digital teaching resources and teacher motivation. However, the purpose, content, and development of digital teaching resources supplied in a blended education environment have changed dramatically. There is an urgent need to rethink the impact of digital teaching resources on teacher motivation. This study explores the positive role of digital teaching resources on teacher motivation in blended learning environments. A survey on the factors influencing blended learning practices involved 365 secondary school teachers. The regression and path analysis results indicate that digital teaching resources are central to enhancing teacher motivation in blended learning environments. There are differences in the effects of practical experience on digital teaching resources and teacher motivation. While digital learning platforms only influence the external motivation of teachers, they do not significantly impact internal motivation. School administrators are responsible for coordinating digital teaching resources and teacher motivation. The study recommends further improving and optimizing digital educational systems to promote blended learning, thereby enhancing the durability and stability of teacher motivation.},
     year = {2023}
    }
    

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    AB  - Blended learning is an innovative educational practice in the development process of intelligent education. Teachers continuously experiment and learn from their experiences in blended learning environments to find a widely implemented teaching model. Two essential factors influencing the promotion of blended learning are digital teaching resources and teacher motivation. However, the purpose, content, and development of digital teaching resources supplied in a blended education environment have changed dramatically. There is an urgent need to rethink the impact of digital teaching resources on teacher motivation. This study explores the positive role of digital teaching resources on teacher motivation in blended learning environments. A survey on the factors influencing blended learning practices involved 365 secondary school teachers. The regression and path analysis results indicate that digital teaching resources are central to enhancing teacher motivation in blended learning environments. There are differences in the effects of practical experience on digital teaching resources and teacher motivation. While digital learning platforms only influence the external motivation of teachers, they do not significantly impact internal motivation. School administrators are responsible for coordinating digital teaching resources and teacher motivation. The study recommends further improving and optimizing digital educational systems to promote blended learning, thereby enhancing the durability and stability of teacher motivation.
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Author Information
  • Faculty of Educational Science, Zhaoqing University, Zhaoqing, China

  • Faculty of Teacher Education, Zhaoqing University, Zhaoqing, China

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