Self-regulation in Three Types of Online Interaction: How Does It Predict Online Pre-service Teachers' Perceived Learning and Satisfaction?

The purpose of this study is to investigate online pre-service teachers' self-regulation in three types of online interaction and learner outcomes: perceived learning and satisfaction. The data were collected from 372 pre-service teachers enrolled in an online teacher training program. Descriptive statistics and path analysis were used to answer the proposed research questions. The results show that online pre-service teachers have perceptions of self-regulation in three types of online interaction and learner outcomes at a moderate level. Their perceptions do not vary depending on the demographics of age, gender, and employment status, except for perceived learning. Females perceived higher scores than males for perceived learning. The path analysis indicates the relationships among self-regulation in three types of online interaction and learner outcomes. As consistent with the prior research, the results imply that the improved self-regulation for interaction results in improved learner outcomes of perceived learning and satisfaction. However, the role of learner demographics is not generally significant in this research context.

Automated summary

The study found that online pre-service teachers have moderate perceptions of self-regulation in three types of online interaction and learner outcomes, with females scoring higher than males on perceived learning. The results suggest that improved self-regulation in interaction leads to enhanced learner outcomes of perceived learning and satisfaction, while learner demographics generally do not significantly impact these outcomes.