Comparing Blended and Online Learners’ Self-Efficacy, Self-Regulation, and Actual Learning in an Educational Technology Course

• In Event: Situational Factors and Online Learning

Abstract

In this quantitative comparative study, we explored the differences in technology integration self-efficacy, use of self-regulated learning strategies, and actual learning between preservice teachers (PSTs) enrolled in blended sections (n=275) and online sections (n=50) of the same introductory educational technology course. The results revealed that PSTs enrolled in the online format of the course reported a significantly higher level of utilizing time management strategies but a significantly lower level of employing help-seeking strategies compared to PSTs enrolled in the blended format of the course. However, no significant differences in technology integration self-efficacy and actual learning existed. Results offer insight for designing educational technology courses that align with the needs of both online and blended learners

Authors

• Zhuo Zhang, Towson University

• Qian Xu, Purdue University

• Adrie A. Koehler, Purdue University

• Tim Newby, Purdue University