Korean Educational Development Institute(KEDI)

DOI: 10.22804/kjep.2020.17.2.004

Open Access

This article is distributed under the terms of the Creative Commons Attribution NonCommercial NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-commercial use and distribution of the work, provided that the original work is properly cited and no modifications or derivative works are made.

License: https://creativecommons.org/licenses/by-nc-nd/4.0/

ⓒKorean Educational Development Institute (KEDI)

Abstract

This study investigates the structural relationship among motivation, environment, engagement and transfer of training of teachers in distance education. There were 1,437 survey responses from primary and secondary school teachers in South Korea, and structural equation modeling was used to analyze the data. The findings underline that learning engagement in distance education had a significant mediating effect on the relationship between task value, self-efficacy, contextual factors and transfer of training. Also, contextual factors of distance education had significant direct effects on learning engagement and transfer of training. These findings suggest implications for the motivational and contextual factors when designing and developing effective instructional and learning strategies in distance education for teachers.