Perceptions of pre-service teachers on the design of a learning environment based on the seven principles of good practice

Al-Furaih, Suad Abdul Aziz

doi:10.1007/s10639-017-9580-7

Cited by 6 publications

(2 citation statements)

References 9 publications

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“…ChickeringandGamson(1999)developedthe SevenPrinciplesforGoodPracticetargetedatthedesignoftraditionalface-to-facecourses. Al-Furaih (2017)proposedthatthesevenprinciplesforgoodpracticecanguideinstructorstocreateengaging andeffectiveonlinecoursesandserveascriteriatoevaluatetheeffectivenessofdigitallearning environments.Althoughthesevenprinciplesforgoodpracticehaveemphasizedtheimportanceof deliveringtimelyfeedback,thereisanotablelackofstudiestoexplorehowtodevelopinstantand meaningfulfeedbackinonlinelearningenvironments (Sun&Hsu,2019;Uribe&Vaughan,2017). Additionally,recentstudies(e.g.,Kimetal.,2018;Schumacher&Ifenthaler,2021)havepointed outthatonlinelearnersarerequiredtoapplyself-regulatedlearningstrategiestoachieveintended learninggoalsbecausethelackofinteractionwithinstructorsandpeersleadsstudentstostruggle with independently managing their own learning.…”

Section: Introductionmentioning

confidence: 99%

The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load

Sun

Liu²

2022

International Journal of Online Pedagogy and Course Design

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This study aims to apply PLS-SEM to investigate the mediation roles of goal setting and task strategies, two constructs of online self-regulated learning, between behavioral/cognitive engagement and germane/extraneous cognitive load in an online course with smart instant feedback. Participants of this study consisted of 35 graduate students who were asked to complete four units of digital learning materials and questionnaires as part of the experiment. Results show that goal setting has a significant mediation effect between behavioral engagement and germane cognitive load; task strategies have a significant mediation effect between behavioral engagement and extraneous cognitive load; and task strategies also have a significant mediation effect between cognitive engagement and extraneous cognitive load. Finally, recommendations are provided to instructors and researchers based on these results as a reference for future studies.

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Section: Introductionmentioning

confidence: 99%

The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load

Sun

Liu²

2022

International Journal of Online Pedagogy and Course Design

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“…Blended Learning (BL) is a learning model provided by face-to-face and online so that it is flexible and convenient (Al-Furaih, 2017;Bicen, Ozdamli, & Uzunboylu, 2014;Kuo, Belland, Schroder, & Walker, 2014;Vaughan & Lawrence, 2013). Face-to-face learning can provide Aina Azka, Ayu Faradillah Pre-Service Teachers' Perceptions of Blended Learning on Mathematics Learning Based on Gender experience and optimize ideas about previously learned mathematical concepts (Bicen et al, 2014;Faradillah & Hadi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of Blended Learning on Mathematics Learning Based on Gender

Azka

Faradillah

2020

IndoMath

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The research aims to analyze pre-service teachers’ perceptions about the application of the blended learning model in mathematics learning. The total research subjects were 254 pre-service teachers from 12 different universities in Indonesia. Furthermore, this research method is a survey with a qualitative approach where data are analyzed using the Rasch Model (WinSteps). The instrument of this study was a questionnaire consisting of 20 statements and divided into four indicators. Based on the wright maps table on WinSteps, women pre-service teachers prefer the blended learning model in learning mathematics than men pre-service teachers. Meanwhile, when viewed in terms of grade, fourth year pre-service teachers like the application of the blended learning model the most. In addition, it is also known that the most disliked thing in understanding mathematics by using blended learning is the difficulty to access assignments online and it requires internet quotas.

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Integrating AI chatbots into the metaverse: Pre-service English teachers’ design works and perceptions

Hwang,

Lee,

Jeon

2024

Educ Inf Technol

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Perceptions of pre-service teachers on the design of a learning environment based on the seven principles of good practice

Cited by 6 publications

References 9 publications

The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load

The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load

Pre-Service Teachers’ Perceptions of Blended Learning on Mathematics Learning Based on Gender

Integrating AI chatbots into the metaverse: Pre-service English teachers’ design works and perceptions

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