Research Article
Tieu Thi My Thi Hong, Hoang Thi Thinh, Hoang Thi Thuan, Nguyen Thi Hanh
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep656
ABSTRACT
This study explains the mechanisms through which self-regulated learning (SRL) competence contributes to perceived learning effectiveness (PLE) among pre-service (PS) teachers in flipped classroom (FC) settings, with particular attention to the sequential mediating roles of student engagement (ENG) and learning satisfaction (SAT). Grounded in SRL and engagement theories, a mediation model linking SRL competence, ENG, SAT, and PLE was proposed and empirically tested in flipped teacher education courses in Vietnam. Data were collected from 1,119 PS teachers across multiple teacher education institutions. Structural equation modeling indicated that SRL competence strongly predicts ENG, while its direct effects on SAT and PLE are comparatively weaker. ENG significantly influences both SAT and PLE, and SAT emerges as the strongest predictor of PLE. Notably, the sequential pathway from SRL competence through engagement and satisfaction represents the most substantial indirect effect in the model, accounting for a large proportion of variance in PLE. These findings suggest that SRL competence enhances learning outcomes primarily by activating engagement and fostering SAT rather than through direct effects alone. The study advances FC research by elucidating the cognitive, behavioral, and affective mechanisms underlying PLE and offers practical implications for designing engaging and satisfying flipped teacher education environments in Vietnam.
Keywords: Self-regulated learning competence, Student engagement, Learning satisfaction, Perceived learning effectiveness, Flipped classroom, Pre-service teacher education
Research Article
Rouhollah Khodabandelou, Habibah Ab Jalil, Wan Zah Wan Ali, Shaffe bin Mohd Daud
CONT ED TECHNOLOGY, Volume 5, Issue 3, pp. 257-271
ABSTRACT
It is conceivably important that demographic variables such as gender may have an impact on community of inquiry (CoI) and perceived learning. This study is in response with Garrison et al. (2010) who suggest that there is a need to determine moderation effects of gender on the relationship between CoI elements and perceived learning. A total of 348 undergraduate students were drawn from blended programs in three public universities in Malaysia to be the sample of the study. As research instrumentation, participation in online and face to face session, the community of inquiry questionnaire, and a perceived learning scale were distributed among the respondents. All the questionnaires were validated by a panel of experts, reliability of the instrument was tested in a pilot study and assumptions of Structural Equation Modeling (SEM) were checked before analyzing the data. The findings of the study have shown that although differences between the two groups of undergraduate students (male and female) were statistically significant, the amount of differences were not enough to moderate the relationship between CoI components and perceived learning in undergraduate blended learning environments. However, the findings indicate that differences between the two groups of undergraduate students (male and female) were statistically significant
Keywords: Community of Inquiry, Blended Learning Environment, Perceived Learning, Gender, Higher Education
Research Article
Leila Karimi, Tunku Badariah Tunku Ahmad
CONT ED TECHNOLOGY, Volume 4, Issue 3, pp. 197-211
ABSTRACT
Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of specialization at the Institute of Education, International Islamic University Malaysia (IIUM). This study was mainly exploratory in nature, employing specifically the quantitative research method, utilizing cross-sectional survey as the method of data collection. The respondents consisted of 170 teacher trainees who were randomly selected through quota sampling. The instrument used to collect data was a modified questionnaire that measured the respondents’ perception of learning and satisfaction in the blended teacher education program. The respondents reported high levels of perceived learning and satisfaction toward the blended teacher education program. The results showed positive and moderate correlation between perceived learning and satisfaction, while there was no statistically significant difference among all groups of teacher trainees’ perception of learning and satisfaction.
Keywords: Teacher education program, Blended learning, Perceived learning, Student satisfaction