Pre-service teachers' perceptions of emotions and self-regulatory learning in emergency remote learning

Pre-service teachers' perceptions of emotions and self-regulatory learning in emergency remote learning

• Kohnke, Lucas Mathias Alfred The Hong Kong Polytechnic University
• Zou, Di The Education University of Hong Kong
• Zhang, Ruofei The Education University of Hong Kong

Sustainability, 13(13), 2021

MDPI

2021

• Q 教育體系與各級學校
  • QG 成人教育、終身及延續教育
    • QGE 遙距教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

COVID-19 Emergency Remote Teaching Emotions Language Learning Learning Strategies Online Self-regulated Learning

• Hong Kong

• 1997.7 onwards

• 專上教育

• View Full Text 全文連結

This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents of self-regulated learning. The study adopted a two-phase research design, with an initial online questionnaire (n = 52) followed by semi-structured interviews (n = 16) to gain a rich and holistic understanding of students' experiences. Our findings indicate that: (1) locating a suitable location to attend online classes and sharing problems with classmates were the two most frequently self-regulatory learning strategies employed by students; (2) students experienced some enjoyment attending online classes but experienced increased pressure and time commitment to complete assigned work; (3) students found online learning to lack a sense of community, making it challenging to interact with classmates. The findings suggest teachers need to incorporate various synchronous and asynchronous collaborative activities, and they need to increase their own and students' presence online to motivate and facilitate effective teaching and learning. Copyright © 2021 by the authors.

• 英文

期刊論文

• 20711050

• 10.3390/su13137111

https://bibliography.lib.eduhk.hk/tc/bibs/a456dfcc

2021-10-07