Examining preservice teachers' levels of self-efficacy perceptions regarding Web

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dc.contributor.authorBasaran, Bulent
dc.contributor.authorYalman, Murat
dc.date.accessioned2024-04-24T17:08:43Z
dc.date.available2024-04-24T17:08:43Z
dc.date.issued2020
dc.departmentDicle Üniversitesien_US
dc.description.abstractPurpose This study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the related sub-scales influence their Web-based self-efficacies (WEB-PCK) and their attitudes towards distance education (WBI). Design/methodology/approach In the study, the structural equality model was used. In the path analysis, the maximum likelihood estimation method was used to predict the parameters of the model. This method allows determining the highest values for the population and the probability of the sample value to occur. Findings It was found that the sub-scale of Web communication (WEB-C) had a high level of direct and positive influence on the male preservice teachers' self-efficacy perceptions. As for the female preservice teachers, WEB-C did not have any direct influence on their self-efficacy perceptions. For the male preservice teachers, Web pedagogy (WEB-PC) had positive influence on their self-efficacy perceptions (beta = 0.193), while the sub-scale of WEB-PC had a high level of influence on the female preservice teachers' self-efficacy perceptions (beta = 0.534). Originality/value In the study, the purpose of was to examine the effects of the attitudes of the preservice teachers towards Web general (WEB-G), Web-Communication (WEB-C), Web pedagogical knowledge (WEB-PK), Web pedagogical self-efficacy (WEB-PCK) and Web-based instruction (WBI) with the help of the structural equation model with respect to gender, frequency of connection to the internet and academic achievement grades.en_US
dc.identifier.doi10.1108/IJILT-11-2019-0105
dc.identifier.endpage178en_US
dc.identifier.issn2056-4880
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85088585240
dc.identifier.scopusqualityQ1
dc.identifier.startpage153en_US
dc.identifier.urihttps://doi.org/10.1108/IJILT-11-2019-0105
dc.identifier.urihttps://hdl.handle.net/11468/17437
dc.identifier.volume37en_US
dc.identifier.wosWOS:000557285100001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherEmerald Group Publishing Ltden_US
dc.relation.ispartofInternational Journal of Information and Learning Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAdult Learningen_US
dc.subjectGender Studiesen_US
dc.subjectDistance Educationen_US
dc.titleExamining preservice teachers' levels of self-efficacy perceptions regarding Weben_US
dc.titleExamining preservice teachers' levels of self-efficacy perceptions regarding Web
dc.typeArticleen_US

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