this article; they are available on request from the author, however. As a rank variable is involved, we will use Spearman's r as correlation coefficient. Table 8 displays the correlations that have been found. Table 8: Correlations between characteristics of learning material and dimensions of teaching conceptions. Context dimension characteristic Spearman's r N sign. BI duration-0.39 45 0.01 4 SCa function-0.37 46 0.01 5 CC duration-0.37 46 0.01 5 BI duration-0.39 46 0.01 6 CC duration-0.47 45 0.01 6 BI duration-0.59 45 0.00 Note that for each context, 15 t-tests were performed. As a < 0.01, there is a 1% chance per t-test that the correlation is the result of statistical variance instead of a true relation. As there are six contexts, we should expect 0.01 &times;15 &times;6 = 0.9 relations to be due to statistical errors. The data shows that in three of the six contexts, teachers that find bidirectional education important are likely to care less about the duration of computer-based learning material. In two of the six contexts, teachers that allow students much control over the content of the course are also more likely to care less about the duration of the material. In one of the contexts, teachers that care about what the students think of the subject matter, were likely to find the pedagogical function of the material less important

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