Determining the perceptions of pre-service teachers on technology-based learning during the Covid-19 process: a latent class analysis approach

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dc.authorid0000-0002-8850-5454en_US
dc.authorid0000-0003-3122-4181en_US
dc.contributor.authorBaşaran, Bülent
dc.contributor.authorYalman, Murat
dc.date.accessioned2023-03-15T12:17:00Z
dc.date.available2023-03-15T12:17:00Z
dc.date.issued2022en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Eğitim Bilimlerien_US
dc.description.abstractIn the study, latent class analysis (LCA) was used to determine the unobserved structures and the subpopulations of pre-service teachers' technology-based learning behaviours. According to LCA results, three latent classes were obtained. These classes are labelled as Class-1: "High-Level Technology Perception", Class-2: "Low-Level Technology Perception", Class-3: "Intermediate-Level Technology Perception". When Class-1(Reference Group) and Class-2 were compared, it was observed that the covariates of "gender" and "the Covid-19 pandemic affecting learning motivation" did not have a significant effect on Class-2. It has been determined that pre-service teachers who are older, studying in the 4th grade, using the Internet for more than 8 h a day, have advanced computer skills and have advanced technology-based learning experience are less likely to be in Class-2. In addition, in the study, while self-directed learning with technology was associated with pre-service teachers' attitudes towards online teaching in the Covid-19 period and class membership, the fear of Covid-19 was not associated with latent class membership.en_US
dc.identifier.citationBaşaran, B. ve Yalman, M. (2022). Determining the perceptions of pre-service teachers on technology-based learning during the Covid-19 process: a latent class analysis approach. Education and Information Technologies, 27(6), 7471-7490.en_US
dc.identifier.doi10.1007/s10639-022-10910-2
dc.identifier.endpage7490en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue6en_US
dc.identifier.pmid36039157
dc.identifier.scopus2-s2.0-85124512278
dc.identifier.scopusqualityQ1
dc.identifier.startpage7471en_US
dc.identifier.urihttps://link.springer.com/article/10.1007/s10639-022-10910-2
dc.identifier.urihttps://hdl.handle.net/11468/11404
dc.identifier.volume27en_US
dc.identifier.wosWOS:000753749000003
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.institutionauthorBaşaran, Bülent
dc.institutionauthorYalman, Murat
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLatent class analysisen_US
dc.subjectCovid-19 fearen_US
dc.subjectSelf-directed learning with technologyen_US
dc.subjectOnline educationen_US
dc.subjectPre-service teachersen_US
dc.titleDetermining the perceptions of pre-service teachers on technology-based learning during the Covid-19 process: a latent class analysis approachen_US
dc.titleDetermining the perceptions of pre-service teachers on technology-based learning during the Covid-19 process: a latent class analysis approach
dc.typeArticleen_US

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