Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it?
University of Florence, Italy.ORCID iD: 0000-0003-4013-4794
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0003-1923-4328
Monash University, Australia.ORCID iD: 0000-0002-1532-8485
Monash University, Australia.ORCID iD: 0000-0003-2323-5614
2022 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, ISSN 0742-051X, Vol. 113, p. 103669-103669, article id 103669Article in journal (Refereed) Published
Abstract [en]

We investigated pre-service teachers’ conceptions of online learning during the transition from face-to-face to emergency distance education in Italy, Sweden and Iran. Conceptions of online learning were conceptualised based on how pre-service teachers defined online learning, the self-regulated learning (SRL) skills associated with it and how they compared it to face-to-face education. The participants were asked about the characteristics of their online courses, yielding information about the online learning conditions and experiences. Conceptions of online learning were found to be underdeveloped. Pre-service teachers should develop a flexible approach to SRL that takes into consideration the demands of the specific educational setting.

Place, publisher, year, edition, pages
Elsevier, 2022. Vol. 113, p. 103669-103669, article id 103669
Keywords [en]
Online learning, Self-regulated learning, Emergency distance education, Pre-service teachers
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-50371DOI: 10.1016/j.tate.2022.103669ISI: 000791654200015Scopus ID: 2-s2.0-85124380729OAI: oai:DiVA.org:mau-50371DiVA, id: diva2:1641067
Available from: 2022-02-28 Created: 2022-02-28 Last updated: 2024-02-05Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Wennås Brante, Eva

Search in DiVA

By author/editor
Tarchi, ChristianWennås Brante, EvaJokar, MohammadManzari, Elham
By organisation
Department of Culture, Languages and Media (KSM)Disciplinary literacy and inclusive teaching
In the same journal
Teaching and Teacher Education: An International Journal of Research and Studies
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 136 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf