ABSTRACT The main purpose of this study is to investigate the usage of web-based teachers' training in elementary and high school. This study adopts motivational orientations and TAM to explore the related factors that affect the usage of web-based teachers' training. The study depends on literature analysis and uses the questionnaire to collect data. A total of 658 subjects attending teachers' training courses are from K12 Digital School. The collected data is processed and analyzed with SPSS for Windows 10.0, and statistical methods adopted in this study are descriptive statistics, t-test, one-way ANOVA, regression analysis and so on. The main findings show that there are 8 motivational orientations for web-based teachers' training and motivational orientations are significant differences among subjects in different age, status, school level and teaching years. Furthermore, computer self-efficacy, social relationships and attitude toward using will significantly affect the usage of web-based teachers' training positively, and perceived usefulness and perceived ease of use toward web-based training system will significantly affect attitude. As for perceived ease of use toward web-based training system, it will significantly affect perceived usefulness toward web-based training system and be affected by computer self-efficacy positively. Finally, based on the research findings, this study proposes conclusions and suggestions for the related organizations and the follow-up research.

This research focused on the motivational orientations of students attending community colleges in western North Carolina. The purpose of the study was to develop a profile of students with disabilities in degree, diploma, or certificate programs, to determine their motivations for enrolling, and compare the results to students without disabilities at the same colleges. Five community colleges were randomly selected from the colleges in the western counties of North Carolina. A stratified random sample of students, both with and without disabilities, was selected. Each student was mailed a copy of the Educational Participation Scale (EPS) modified to collect demographic data. A follow-up reminder was mailed at two-week and four-week intervals. Four hundred sixty-eight questionnaires were distributed. One hundred ninety-eight responses were received for an overall return rate of 42.3%. The results indicated that, among the group of students with disabilities, there was a higher proportion who were female. These students were older, yet less likely to have children in the home and work full-time, as compared to their nondisabled peers. Students with disabilities scored higher on four of the EPS factors; Social Contact, Educational Preparation, Social Stimulation, and Cognitive Interest. These students appear motivated to participate by the opportunity to meet new people and find social stimulation. They also were more likely than their non-disabled counterparts to seek a remedy for past educational deficiencies and satisfy their intellectual curiosities. These results suggest that the main reasons why students with disabilities enroll in community colleges are social and academic concerns. Community colleges need to be sensitive to the unique needs of students with disabilities and design programs and services that emphasize the continuing development of these students.

<p>This study investigated the reasons why FET part-time students enrolled at a FET college by examining their learning orientations. Guided by the literature, the focus was on the vocational orientation to learning and orientations to learning were further investigated within the vocational orientation based on orientations developed for part-time students found in the literature. In addition, it was investigated whether students&rsquo / expectations have been met and if they were satisfied with the college experience. Lastly, the study examined the relevance of college learning to the world of work and the contribution it made to the career development of learners in a globalising world. </p> <p>The research shows that part-time students enrol at FET colleges predominantly for vocational reasons and the majority of the students were enrolled in order to advance their careers and associated with a vocational orientation to learning. However, it emerged that reasons for learning within the vocational orientation to learning are often multi-faceted and complex. The most important findings are 3 new learning orientations for part-time students that were identified: &lsquo / education for a qualification&rsquo / , &lsquo / education for adults who previously made the wrong choice&rsquo / and &lsquo / education for adults as a model for their children&rsquo / . Furthermore, the findings indicate that learners were satisfied with the programme they were enrolled in because they believed that the qualification would enable them to achieve their vocational aims which were primarily to find a new job, to be promoted and to increase their income. The findings suggest that the programme that was examined was relevant to the world of work, promoted employability and that it made a significant and important contribution to students&rsquo / career development in a globalising world.</p>

<p>This study investigated the reasons why FET part-time students enrolled at a FET college by examining their learning orientations. Guided by the literature, the focus was on the vocational orientation to learning and orientations to learning were further investigated within the vocational orientation based on orientations developed for part-time students found in the literature. In addition, it was investigated whether students&rsquo / expectations have been met and if they were satisfied with the college experience. Lastly, the study examined the relevance of college learning to the world of work and the contribution it made to the career development of learners in a globalising world. </p> <p>The research shows that part-time students enrol at FET colleges predominantly for vocational reasons and the majority of the students were enrolled in order to advance their careers and associated with a vocational orientation to learning. However, it emerged that reasons for learning within the vocational orientation to learning are often multi-faceted and complex. The most important findings are 3 new learning orientations for part-time students that were identified: &lsquo / education for a qualification&rsquo / , &lsquo / education for adults who previously made the wrong choice&rsquo / and &lsquo / education for adults as a model for their children&rsquo / . Furthermore, the findings indicate that learners were satisfied with the programme they were enrolled in because they believed that the qualification would enable them to achieve their vocational aims which were primarily to find a new job, to be promoted and to increase their income. The findings suggest that the programme that was examined was relevant to the world of work, promoted employability and that it made a significant and important contribution to students&rsquo / career development in a globalising world.</p>

Magister Educationis - MEd / This study investigated the reasons why FET part-time students enrolled at a FET college by examining their learning orientations. Guided by the literature, the focus was on the vocational orientation to learning and orientations to learning were further investigated within the vocational orientation based on orientations developed for part-time students found in the literature. In addition, it was investigated whether students' expectations have been met and if they were satisfied with the college experience. Lastly, the study examined the relevance of college learning to the world of work and the contribution it made to the career development of learners in a globalising world. The research shows that part-time students enrol at FET colleges predominantly for vocational reasons and the majority of the students were enrolled in order to advance their careers and associated with a vocational orientation to learning. However, it emerged that reasons for learning within the vocational orientation to learning are often multi-faceted and complex. The most important findings are 3 new learning orientations for part-time students that were identified: 'education for a qualification', 'education for adults who previously made the wrong choice' and 'education for adults as a model for their children'. Furthermore, the findings indicate that learners were satisfied with the programme they were enrolled in because they believed that the qualification would enable them to achieve their vocational aims which were primarily to find a new job, to be promoted and to increase their income. The findings suggest that the programme that was examined was relevant to the world of work, promoted employability and that it made a significant and important contribution to students' career development in a globalising world. / South Africa