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Online Pre-Service Teachers’ Self-Regulated Learning: Do Authentic Teaching Cases and Mastery Approach Goals Play a Role?
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, , , , Florida Atlantic University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The explosion of technology tools both mobile and computer based, have allowed a major change in the delivery of higher education. Therefore, exploring instructional methods that will yield successful delivery of course content is a worthwhile endeavor. For students in preservice teacher education programs taking distance learning courses, the application of theoretical information is still essential for their future success. Case study instruction is an instructional method that allows instructors to engage their students in problem-solving discussions using simulated real-life educational scenarios of teaching challenges. Self-regulated learning has proven to be a key ingredient in student success and research on online learners has specifically shown mastery-approach goals to be predictive of self-regulated learning. This study found significant relationships between the use of authentic case studies in online preservice teaching, self-regulation, and mastery approach goals. The study also found that the use of authentic case studies strengthened the relationship between self-regulation, and mastery approach goals.

Citation

Willems, P., Gonzalez-DeHass, A., Powers, J. & Musgrove, A. (2019). Online Pre-Service Teachers’ Self-Regulated Learning: Do Authentic Teaching Cases and Mastery Approach Goals Play a Role?. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 576-582). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

Slides