ERIC Number: EJ1280894
Record Type: Journal
Publication Date: 2021-Feb
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0119-5646
EISSN: N/A
Self-Regulation in Three Types of Online Interaction: How Does It Predict Online Pre-Service Teachers' Perceived Learning and Satisfaction?
Asia-Pacific Education Researcher, v30 n1 p1-10 Feb 2021
The purpose of this study is to investigate online pre-service teachers' self-regulation in three types of online interaction and learner outcomes: perceived learning and satisfaction. The data were collected from 372 pre-service teachers enrolled in an online teacher training program. Descriptive statistics and path analysis were used to answer the proposed research questions. The results show that online pre-service teachers have perceptions of self-regulation in three types of online interaction and learner outcomes at a moderate level. Their perceptions do not vary depending on the demographics of age, gender, and employment status, except for perceived learning. Females perceived higher scores than males for perceived learning. The path analysis indicates the relationships among self-regulation in three types of online interaction and learner outcomes. As consistent with the prior research, the results imply that the improved self-regulation for interaction results in improved learner outcomes of perceived learning and satisfaction. However, the role of learner demographics is not generally significant in this research context.
Descriptors: Preservice Teachers, Student Attitudes, Student Satisfaction, Self Control, Electronic Learning, Online Courses, Preservice Teacher Education, Interaction, Outcomes of Education, Demography
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A