E-learning Course Or E-lecture? - Effects Of Self-regulated Principles On Pre-service Teachers’ Knowledge And Attitudes - Info and Reading Options
By Larissa Aust, Mareike Ehlert and Elmar Souvignier
“E-learning Course Or E-lecture? - Effects Of Self-regulated Principles On Pre-service Teachers’ Knowledge And Attitudes” Metadata:
- Title: ➤ E-learning Course Or E-lecture? - Effects Of Self-regulated Principles On Pre-service Teachers’ Knowledge And Attitudes
- Authors: Larissa AustMareike EhlertElmar Souvignier
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- Internet Archive ID: osf-registrations-t8rkg-v1
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Professional development programs substantially contribute to advancing evidence-based reforms in educational contexts. Due to the Corona pandemic and digitalization efforts, online formats are increasingly coming into focus as an alternative form of teachers’ professional development. However, there are many open questions concerning instructional features which improve teacher knowledge and foster favorable attitudes towards the content in online trainings. This study therefore investigates the extent to which aspects of self-regulation of e-learning influence the acquisition of knowledge and the development of positive attitudes toward the subject matter. In this study, a treatment group (online training with self-regulative elements) will participate in an e-learning course, while a control group (online training without self-regulative elements) will watch an e-lecture. To that end, this study addresses the following research questions: 1. How do aspects of self-regulative learning (self-paced learning, individual feedback) influence teachers’ declarative and procedural knowledge and their attitudes towards the content? 2. How are these effects moderated by learners’ individual conditions (prior knowledge, self-efficacy, individual learning preferences)?
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