Monday, June 22
4:00-4:30 PM
EDT
Salon Hemon

The Predictive Power of Self-Regulated Learning, Teaching Presence, and Perceived Interaction on the Outcomes of Google Plus-based Project Learning

Full Paper: Conceptual & Empirical Study ID: 45974
  1. aaa
    Myunghee Kang
    Ewha Womans University
  2. aaa
    Seyoung Kim
    Ewha Womans University
  3. Joohyun Kang
    Ewha Womans University
  4. aaa
    Jieun Jang
    Ewha Womans University
  5. Sehee Kim
    Ewha Womans University

Abstract: The purpose of this study was to investigate the possibility of Google Plus as a project-based learning platform in higher education. Based on previous research, self-regulated learning ability, teaching presence, and perceived interaction of learners were chosen as predictors of learning outcomes. The results of the study are as follows: first, perceived interaction significantly predicted the learning outcome. Second, perceived interaction had a mediating effect on the relationship between self-regulated learning and learning outcome. Third, perceived interaction also had a mediating effect on the relationship between teaching presence and learning outcome. Discussions and future research directions on using Google Plus as a project-based learning platform for higher education context were suggested.

Presider: Kurt Ackermann, Hokusei Gakuen University Junior College

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