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

Date

2008-01-01

Author

Topcu, Abdullah
Ubuz, Behiye

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

Subject Keywords

Direct instruction, Indirect instruction, Web-based course, Achievement, Attitude, Metacognition

URI

https://hdl.handle.net/11511/53717

Journal

EDUCATIONAL TECHNOLOGY & SOCIETY

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

A. Topcu and B. Ubuz, “Effects of the asynchronous web-based course: Preservice teachers’ achievement, metacognition, and attitudes towards the course,” EDUCATIONAL TECHNOLOGY & SOCIETY, pp. 181–197, 2008, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53717.