Empowering Pre-service Teachers to Integrate Technology: The Effect of Project-Based Instruction on Students’ Self-regulation and Self-Efficacy Perception in Face-to-Face, Hybrid and Online Learning Environment

ID: 49939 Type: Full Paper
  1. Mohamed Ibrahim and Rebecca Callaway, Arkansas Tech University, United States

Wednesday, November 16 11:45 AM-12:15 PM Location: Whitney View on map

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Abstract: The purpose of this study was to investigate the effect of project-based learning (PBL) on pre-service teachers’ self-regulation and self-efficacy skills in face-to-face, hybrid and online learning environment. The investigators employed a within-subject design. The projects used were in three different learning settings: Face-to-face, hybrid and online. The results revealed that the use of the project-based teaching strategy does improve pre-service teachers’ self-regulation skills in a technology integration course. Furthermore, the results showed that students’ self-efficacy perception was significantly improved after engaging in PBL strategy and that pre-service teachers’ self-regulated skills improved equally in three different learning environments: face-to-face, hybrid and online. Finally, the results showed that the PBL activities improve pre-service teachers’ self-regulated skills, regardless their learning preferences.

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