The Role of Authentic Teaching Cases and Mastery Approach Goals in Online Pre-Service Teachers' Self-Regulated Learning

Autor/inn/en	Willems, Patricia P.; Gonzalez-DeHass, Alyssa R.; Powers, Jillian R.; Musgrove, Ann
Titel	The Role of Authentic Teaching Cases and Mastery Approach Goals in Online Pre-Service Teachers' Self-Regulated Learning
Quelle	In: Educational Technology Research and Development, 69 (2021) 2, S.1003-1023 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willems, Patricia P.) ORCID (Gonzalez-DeHass, Alyssa R.) ORCID (Powers, Jillian R.) ORCID (Musgrove, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-09972-9
Schlagwörter	Authentic Learning; Case Method (Teaching Technique); Mastery Learning; Goal Orientation; Vignettes; Problem Solving; Instructional Effectiveness; Electronic Learning; Online Courses; Distance Education; Self Management; Theory Practice Relationship; Preservice Teachers + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Zielorientierung; Zielvorstellung; Problemlösen; Unterrichtserfolg; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Selbstmanagement; Theorie-Praxis-Beziehung
Abstract	Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and practice in programs of teacher education where application is an integral part of the curriculum as well as students' future career is of utmost importance. Instruction using the case study method enables instructors to involve their students with the realities of teaching using scenarios built around authentic educational dilemmas, where students can problem-solve varying outcomes and generate possible solutions from multiple theoretical viewpoints. Self-regulated learning has been consistently shown to be a fundamental component in the academic success of online learners. Existing research studies on distance learners has specifically shown mastery-approach goals to be predictive of self-regulated learning. This study found significant relationships between the use of authentic case studies in online preservice teaching, self-regulation, and mastery approach goals. Additionally, the results of this study also identified that the relationship between self-regulation and mastery approach goals was strengthened when using case studies that were authentic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01