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Our research has supported the hypothesis that Web expertise is significantly influenced by how users learned the Web - or their cumulative time spent in collaborative learning environments (learning from and with others) - rather than just how long or how often they have used it.
Proceedings ArticleDOI
Minghui Zhou, Audris Mockus 
07 Nov 2010
90 Citations
By studying developer fluency we contribute by determining dimensions along which developer expertise is acquired, finding ways to measure them, and quantifying the trajectories of developer learning.
By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers’ Internet self-efficacy and behavioral beliefs about web-based learning were significant predictors for their motivation toward web-based professional development.
The teachers with higher Internet self-efficacy and stronger beliefs about the positive consequences of web-based learning tended to express higher motivation toward web-based professional development.

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