Students’ Perceived Changes of Learning Conditions During Covid 19 : The Role of Internal Resource Management Strategies, Intrinsic Motivation, and Preferences for Lesson Formats





Faculty/Professorship: Evaluation in Teacher Education  
Author(s): Paetsch, Jennifer  ; Schlosser, Anne  
Conference: EARLI SIG 1&4, 27-30 June 2022, Cadiz
Publisher Information: Bamberg : Otto-Friedrich-Universität
Year of publication: 2022
Pages: 1-16
Language(s): English
DOI: 10.20378/irb-56290
Licence: Creative Commons - CC BY - Attribution 4.0 International 
URL: https://earli.org/SIG1andSIG4-Cadiz2022
URN: urn:nbn:de:bvb:473-irb-562902
Abstract: 
This study is designed to shed some light on the role of internal resource management strategies (attention, effort, time management), intrinsic motivation, and preferences of different lesson formats (asynchronous, synchronous, physical) for student teachers’ perception of learning conditions during Covid-19. A sample (N = 348) of student teachers was asked to give their view on their online-learning experience after the first online semester in a questionnaire study. The results indicate that intrinsic motivation, learning strategies, and preferences for lesson formats were connected with the perceived quality of teacher training. Specifically, the results show that 1. attention and intrinsic motivation were not only associated with the perceived quality but also with preferences of different formats, 2. preferences for asynchronous and synchronous formats were positively related and preferences for physical instruction were negatively related to the perceived quality of teacher training. Implications for future research and higher education are discussed.
GND Keywords: COVID-19; Lernsituation; E-Learning; Motivation; Studium
Keywords: student teachers, higher education, motivation, online teaching
DDC Classification: 370 Education  
RVK Classification: AL 40400   
Type: Conferenceobject
URI: https://fis.uni-bamberg.de/handle/uniba/56290
Release Date: 12. December 2022

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