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ERIC Number: EJ814124
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-1436-4522
Effects of the Asynchronous Web-Based Course: Preservice Teachers' Achievement, Metacognition, and Attitudes towards the Course
Topcu, Abdullah; Ubuz, Behiye
Educational Technology & Society, v11 n3 p181-197 2008
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. (Contains 2 figures and 3 tables.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A