Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials : A Study Conducted During the COVID-19 Pandemic in Germany




Faculty/Professorship: Evaluation in Teacher Education  ; Psychology of Teaching and Learning at School  
Author(s): Paetsch, Jennifer  ; Drechsel, Barbara  
Publisher Information: Bamberg : Otto-Friedrich-Universität
Year of publication: 2021
Pages: 12
Source/Other editions: Frontiers in Psychology, 12 (2021), 12 S. - ISSN: 1664-1078
is version of: 10.3389/fpsyg.2021.733830
Year of first publication: 2021
Language(s): English
Licence: Creative Commons - CC BY - Attribution 4.0 International 
URN: urn:nbn:de:bvb:473-irb-562645
Abstract: 
The COVID-19 pandemic necessitated an abrupt change in university teacher education, in that most face-to-face courses were replaced by online education, which had a profound impact on students. Pandemic distance learning required students to possess a high degree of self-regulation concerning their learning environment and to find new ways of communicating with their peers and instructors. At the same time, the novel situation offered opportunities to experience new educational applications. To learn more about the possible benefits of distance learning, this study examines how the first online semester during the pandemic contributed to pre-service teachers' intentions to use digital learning materials in the future. Pre-service teachers enrolled in a German university (n = 348) answered an online questionnaire at the end of the summer term of 2020. Findings from structural equation modeling showed that the perceived quality of teacher training during the online semester and self-reported improvements in digital skills predicted significantly students' intentions to use digital learning materials for future teaching. Moreover, results revealed that attentional regulation predicted perceived quality of teacher training and self-reported improvements in digital skills during distance learning. Thus, attentional regulation had a significant indirect effect on pre-service teachers' behavioral intentions. The indirect effects of other resource management strategies (effort and time management) and intrinsic motivation were not significant. Our results show that the quality of online instruction was an important factor in student teachers' learning processes during the pandemic. Based on our results, we discuss implications for the promotion of pre-service teachers' intentions to use digital learning materials for teaching in schools.
GND Keywords: Lehramtsstudent; Selbstgesteuertes Lernen; E-Learning; Kompetenz; Neue Medien; Technikkompetenz
Keywords: COVID-19, self-regulated learning, resource-management strategies, teacher education, pre-service teacher, ICT in education, emergency remote teaching, higher education
DDC Classification: 370 Education  
RVK Classification: DP 2600   
Type: Article
URI: https://fis.uni-bamberg.de/handle/uniba/56264
Release Date: 10. November 2022
Project: Evaluation - WegE: Wegweisende Lehrerbildung

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