Effects of the asynchronous web-based course: Preservice teachers' achievement, metacognition, and attitudes towards the course

Topcu A., UBUZ B.

EDUCATIONAL TECHNOLOGY & SOCIETY, cilt.11, sa.3, ss.181-197, 2008 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Sayı: 3
  • Basım Tarihi: 2008
  • Dergi Adı: EDUCATIONAL TECHNOLOGY & SOCIETY
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI)
  • Sayfa Sayıları: ss.181-197
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This present study aimed to investigate the effects of the asynchronous web-based "General Teaching Methods" course conducted based on direct or indirect instructional methods on pre-service teachers' achievement, metacognition, and attitudes towards web-based course. Two groups, a total of 63 third grade elementary science and mathematics education pre-service teachers, attended to one of the aforementioned web-based courses. The results indicated that the group exposed to the web-based indirect instruction significantly outperformed the group exposed to the web-based direct instruction in the final exam but not in the midterm exam and in the metacognitive questionnaire. On the other hand, the group exposed to the web-based direct instruction had significantly higher attitudes towards web-based course than the one exposed to the web-based indirect instruction.