Structural Relationships among Preservice Early Childhood Teachers’ Passion for Teaching, E-learning Readiness, Self-regulated Learning Ability and Learning Outcomes in Untact Situations

2021 ◽  
Vol 21 (9) ◽  
pp. 529-542
Author(s):  
Jeong Min Ahn ◽  
Kyung Ok Lee
Keyword(s):  
Early Childhood ◽  
Learning Outcomes ◽  
Early Childhood Teachers ◽  
Learning Ability ◽  
Learning Readiness ◽  
Self Regulated Learning ◽  
Structural Relationships ◽  
Regulated Learning ◽  
E Learning

scholarly journals Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers

2020 ◽  
Vol 14 (09) ◽  
pp. 110 ◽  
Author(s):  
Cecep Kustandi ◽  
Hirmana Wargahadibrata ◽  
Dini Nur Fadhillah ◽  
Suprayekti Suprayekti ◽  
Kunto Imbar Nursetyo
Keyword(s):  
Learning Outcomes ◽  
Mixed Method ◽  
Flipped Classroom ◽  
Self Regulated Learning ◽  
Self Confidence ◽  
Regulated Learning ◽  
Study Programs ◽  
E Learning ◽  
Faculty Of Education ◽  
Education Science

<p class="0abstract">This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,045, so tcount (5,843) &gt; ttable (2,045), means an increase after the use of flipped classroom learning outcomes in Theory Learning courses. And also improving self-regulated students. It can be concluded that in general the learning independence of the students of the Faculty of Education Science of Universitas Negeri Jakarta in the indicators has self-confidence categorized as positive<strong>.</strong></p>

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