Examinations of the Relationships between Self-Efficacy, Self-Regulation, Teaching, Cognitive Presences, and Learning Engagement during COVID-19

Autor/inn/en	Doo, Min Young; Bonk, Curtis J.; Heo, Heeok
Titel	Examinations of the Relationships between Self-Efficacy, Self-Regulation, Teaching, Cognitive Presences, and Learning Engagement during COVID-19
Quelle	In: Educational Technology Research and Development, 71 (2023) 2, S.481-504 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doo, Min Young)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10187-3
Schlagwörter	Correlation; Self Efficacy; Metacognition; COVID-19; Pandemics; Online Courses; Learner Engagement; Undergraduate Students; Foreign Countries; Student Surveys; Student Attitudes; Cognitive Processes; Teacher Student Relationship; College Faculty; South Korea + Suchen Sie Ihr Suchwort? Korrelation; Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Online course; Online-Kurs; Ausland; Schülerbefragung; Schülerverhalten; Cognitive process; Kognitiver Prozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Korea; Republik
Abstract	This study investigated the relationships between self-efficacy, self-regulation, and teaching presence, cognitive presence, and learning engagement during the pandemic. A total of 1435 undergraduate students in Korea completed an online survey on their learning experiences during COVID-19. The findings indicate that self-efficacy had a positive relationship with teaching presence and cognitive presence as well as self-regulation. No direct relationship between self-efficacy on learning engagement was found; however, the relationship between self-efficacy and learning engagement was fully mediated by self-regulation, teaching presence, and cognitive presence. Self-regulation had a positive relationship with both cognitive presence and learning engagement. Teaching presence had a positive impact on cognitive presence, but not on learning engagement. However, cognitive presence fully mediated the relationship between teaching presence and learning engagement. In effect, this study lends support to the significance of the role of cognitive presence in online learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01