Understanding the Relationship Among Self-efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education
Bibliographic Data
| ID | 21729324 |
|---|---|
| Authors | Mete Akcaoglu (0000-0002-1454-9104, Georgia Southern University), Mustafa Ozturk Akcaoglu (0000-0003-2155-4822, Georgia Southern University) |
| Year | 2022 |
| Volume | 23 |
| Issue | 2 |
| Pages | 86-106 |
| Publication date | 2022-05-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Journal identifiers | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Publisher | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v23i1.5717 |
| OpenAlex | W4225270904 |
| Language | EN |
| Citations received | 3 |
| References cited | 22 |
School closures during the COVID-19 pandemic have shown the importance of distance education, and teachers have been tasked with designing and delivering online courses in a short amount of time without much preparation or deliberation. As the future generation of teachers, preservice teachers need to be prepared to teach online, and their motivation to do so is a key factor in how successfully they do it. The community of inquiry framework provides researchers and practitioners with a framework for designing and delivering online courses, while self-efficacy and utility value are important motivational constructs predicting future engagement and success in tasks. In this cross-sectional survey study, we investigated preservice teachers’ (n = 344) perceptions of their self-efficacy, utility value, the importance of the three components of the community of inquiry framework: teaching presence, social presence, and cognitive presence. Our results show that overall, preservice teachers had high motivation to teach online and high perceptions of the three presences. Our regression analyses indicated that while preservice teachers’ self-efficacy was a significant predictor of teaching presence, utility value only significantly predicted social presence. We discuss the implications of these findings for teacher education programs, including a holistic approach to teaching online learning and instructional design
Cognition · Community of inquiry · Deliberation · Mathematics education · Pedagogy · Perception · Self-efficacy · Social cognitive theory · Teacher education · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology
Promoting Interest and Performance in High School Science Classes
Researching the community of inquiry framework
Critical thinking, cognitive presence, and computer conferencing in distance education
Critical Inquiry in a Text-Based Environment
Facilitating Cognitive Presence in Online Learning
Teacher beliefs and technology integration practices
Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions
The Role of Self-Efficacy Beliefs Instudent Engagement and Learning Intheclassroom
Exploring causal relationships among teaching, cognitive and social presence
Online teaching-learning in higher education during lockdown period of Covid-19 pandemic
The Relation Between Self-Beliefs and Academic Achievement
Jasp
Developing a community of inquiry instrument
Expectancy-value theory of achievement motivation
Assessing Teaching Presence in a Computer Conferencing Context
Making connections
Self-Efficacy
Expectancy–Value Theory of Achievement Motivation
The moderating influence of environment factors in an extended community of inquiry model of e-learning
Teachers’ Self-efficacy Matters
Experience and Education
Online University Teaching During and After the Covid-19 Crisis
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |