You are here:

Self-Efficacy of Pre-service Early Childhood Teachers Participating in an Online Environment versus a Traditional College Setting
PROCEEDINGS

, , Southwest Minnesota State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study will attempt to determine whether there are differences in the levels of self-efficacy and measures of performance between the group of students who primarily receive most of their first two years of instruction in a traditional face-to-face and the last two years in an online learning environment as compared to those who receive all four years of instruction in a traditional face-to-face college setting. This study will also examine teacher candidates’ perceptions of the factors that impact their levels of self-efficacy and supports they believe would be helpful in developing and sustaining their self-efficacy.

Citation

Risacher, M. & Bonnstetter, R. (2015). Self-Efficacy of Pre-service Early Childhood Teachers Participating in an Online Environment versus a Traditional College Setting. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 458-461). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2020 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides